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state  of  Iowa 
1921 


COURSE  IN  AMERICAN  CITIZENSHIP 
IN  THE  GRADES 


For  the  Public  Schools  of  Iowa 


p.  E,  McCLENAHAN, 
Superintendent  of  Public  Instruction 


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state  of  Iowa 
1921 


Course 


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American  Citizenship 


in 


The  Grades 

For^^^  Public  Schools  bfvWiva 

LOS  ANGELES 
LIBRARY 

P.  E.  McCLENAHAN, 
Superintendent  of  Public  Instruction 


In  Compliance  With  An  Act  for  the  Teaching  of  American  Citizen- 
ship in  the  Public  and  Private  Schools  Located  in  the 
State  of  Iowa  and  Providing  for  an  Outline 
of  Such  Subjects 


Thirty-eighth  General  Assembly,  Chapter  406 


Puhltiihed    liy 

TIh'    Sln<«'   <»f   lown 

Don    YIoincH 


967;i() 


•Suft'CyMMITTEE  APPOINTED   BY   THE    STATE   SUPERINTENDENT   OF   PUBLIC    INSTRUC- 

*.    ••*••    TioN  OF  Iowa,  to  Arrange  a  Course  on  Citizenship  for  the 
.    '.'  Grades  in  the  Public  Schools  of  the  State 


CHAS.   H.    MEYERHOLZ,    Cedar   Falls 
GEO.   S.  DICK,  Des  Moines 
J.  J.  McCONNEL,  Cedar  Rapids 
MRS.  A.  H.  HOFFMAN,  Des  Moines 
W.  H.  POWELL,  Ottumwa 


Copyright,  1921,  by 
Department  of  Public  Instruction  of  Iowa 


4^ 


FOREWORD 

The  Thirty-Eighth  General  Assembly  passed  an  act  providing  for 
the  teaching  of  American  Citizenship  in  the  public  and  private 
schools  located  in  the  State  of  Iowa,  and  providing  for  an  outline 
for  such  subjects. 

In  accordance  with  this  act  a  brief  outline  was  prepared  soon 

after  the  law  was  enacted  and  mailed  to  all  the  schools  as  a  guide 

for  the  work  which  was  to  be  done.     Then  plans  were  made  and 

a  committee  was  appointed  to  hold  conferences  and  later  select 

a  smaller  committee  to  write  the  course  of  study.     This  outline 

is  the  result  of  the  work  of  that  committee  and  has  been  officially 

approved  by  the  Department  of  Public  Instruction  and  is  now  the 

^  official  outline  for  the  course  in  American  Citizenship  for  the  pub- 

^  lie  and  private  schools  in  the  State  of  Iowa.     It  is  expected  that 

•^  every  County  Superintendent  in  the  State  will  devote  some  time  in 

the  next  teachers'  institutes  to  giving  the  teachers  instruction  upon 

this  course  and  explaining  the  methods  by  which  the  best  results 

may  be  secured. 

I  sincerely  hope  that  this  outline  may  be  of  much  help  to  the 
Apujiils,  teachers,  parents,  and  l)oards  of  education  and  that  it  may 
j^  result  in  making  better  qualified  citizens  in  the  State  of  Iowa. 

P.  E.  McCLENAIIAN, 
i  Superintendent  of  Public  Instruction. 


PREFACE 

The  Tliirt^^-Eighth  General  Assembly  of  the  state  of  Iowa  en- 
acted a  law  requiring  all  public  and  private  schools  located  within 
the  state  of  Iowa  to  teach  the  subject  of  American  citizenship. 
Section  two  of  that  act  says  "The  superintendent  of  public  instruc- 
tion shall  prepare  and  distribute  to  all  elementary  schools  an  out- 
line of  American  citizenship  for  all  grades  from  one  to  eight,  in- 
clusive. ' ' 

In  compliance  with  that  law,  the  committee  appointed  by  the 
superintendent  of  public  instruction,  submits  this  outline  for  the 
teaching  of  American  citizenship  in  the  grades.  The  aim  is  to  pre- 
sent to  the  grade  teacher  such  suggestions  in  method  of  presenta- 
tion, and  such  material  for  use  by  the  teacher  in  class  instruction, 
as  will  constitute  a  well  balanced  course  in  the  fundamentals  of 
citizenship.  The  purpose  of  the  course  in  citizenship  is  to  give  the 
child  such  instruction  and  training  as  will  help  to  make  him  a  good 
citizen.  The  aim  of  the  course  is  both  immediate  and  remote.  The 
course  recognizes  the  child  as  a  young  citizen,  a  member  of  various 
communities  such  as  the  home,  the  school,  the  neighborhood,  the 
city,  the  state  and  the  nation,  and  aims  to  develop  habits  and  ideals 
which  will  make  for  right  conduct  and  relationship  as  a  young 
citizen.  It  also  recognizes  in  the  child  the  future  adult  citizen  with 
wider  duties  and  obligations,  and  aims  in  part  to  bring  about  such 
development  as  will  make  for  efficient  citizenship  in  the  years  to 
come. 

The  course  for  the  grades  is  presented  in  three  groups :  Primary, 
including  .first,  second  and  third  grades;  Intermediate,  including 
fourth,  fifth  and  sixth  grades ;  Grammar,  including  seventh  and 
eighth  grades.  In  the  primary  grades  the  aim  is  three-fold — to 
cultivate  good  manners ;  to  develop  wholesome  health  habits ;  to 
teach  elementary  principles  of  good  citizenship.  The  subi^t  mat- 
ter in  the  primary  grades  is  arranged  in  lessons  and  definite  sug- 
gestions are  made  as  to  the  frequency  of  lessons  and  as  to  matter 
to  be  presented.  The  committee  believes  that  definite  suggestions 
as  to  matter  and  methods  are  of  great  value  in  the  grades  because 
of  the  rapid  changing  personnel  of  our  elementary  teachers.  The 
same  plan  is  followed,  in  part,  in  the  intermediate  grades.  How- 
ever, more  latitude  is  given  the  teacher  in  the  intermediate  grades 
and  the  subject  matter  is  presented  less  in  detail  but  with  the  same 


PREFACE  5 

degree  of  thorougliness.  The  use  of  elementary  texts  may  Avell 
begin  with  the  intermediate  pupils  and  illustrative  materials  may 
be  placed  in  their  hands.  The  outline  for  the  seventh  and  eighth 
grades  sets  forth  a  well  developed  course  in  community  civics  and 
may  well  be  supplemented  with  a  good  text  book  in  the  hands  of 
the  pupils.  Excellent  text  books  are  now  appearing,  many  of 
Avhich  include  both  community  civics  and  the  civics  of  the  state 
and  nation. 

The  outline  includes  a  list  of  reference  books  and  outlines  as  well 
as  the  best  texts  now  published  by  the  various  book  publishing 
companies.  Directors  and  teachers  in  rural  schools,  and  the  boards 
of  education  and  superintendents  in  town  and  city  schools,  are  urged 
to  provide  for  their  school  libraries  all  the  books  referred  to  in 
the  outline.  The  best  results  in  teaching  citizenship  can  be  had 
only  when  teachers  and  pupils  are  well  supplied  with  supple- 
mentary  material. 

The  committee  submitting  this  outline  on  citizenship  wishes  to 
acknowledge  valuable  assistance  rendered  by  Dr.  Henry  J,  Peter- 
son, Professor  of  Government  in  the  Teachers  College ;  to  Mrs.  Floe 
Correll  Francis,  former  Supervising  Critic  in  Teachers  College;  to 
George  F.  Robeson,  of  the  West  Des  ]\Ioines  High  School,  and  to 
other  teachers  interested  in  the  teaching  of  civics  and  citizenship  in 
the  schools  of  Iowa.  Much  of  the  material  used  in  the  outline  was 
gathered  and  used  in  study  center  work  in  the  Teachers  College. 
Mrs.  Francis  arranged  the  outline  and  added  the  references  for 
the  work  in  the  primary  grades.  Mr.  Peterson  did  the  same  work 
for  the  intermediate  grades,  and  ]\Ir.  Robeson  arranged  the  outline 
for  the  grammar  grades.  Acknowledgments  are  also  made  to 
several  primary,  intermediate  and  grammar  grade  teachers  for 
valuable  suggestions. 

SUGGESTIONS  TO  TEACHERS 

If  civic  training  is  to  be  effective  it  ought  to  begin  with  the 
child's  entrance  in  school  and  ought  to  be  continuous  and  per- 
sistent. The  chief  consideration  is  to  cultivate  a  habitual  altitude 
of  mind  towards  one's  civic  relation  and  responsibility  and  toward 
the  community's  organization  and  practice  b}^  wliich  alone  these 
responsibilities  can  be  fulfilled.  It  is  generally  conceded  that  true 
American  ideals  must  be  created  in  tlic  minds  of  our  American  youth 
while  they  are  in  the  public  schools.  These  ideals  relate  in  a  large 
measure  to  the  immediate  activities  in  which  they  grow  up  and  in 


6  PREFACE 

whk'li  tlit'v  expect  to  spend  their  lives  as  adults  in  the  community. 
Many  of  our  boys  and  girls  will  spend  their  lives  in  towns  and 
cities  and  so  they  must  be  made  acquainted  with  those  activities  in 
which  town  and  city  people  live.  The  policeman,  fireman,  post- 
man, street  cleaners,  garbage  collectors,  care  and  protection  of  prop- 
erty, corruption  in  politics,  etc.,  ought  to  be  emphasized  by  teachers 
in  towns  and  cities.  But  even  more  of  our  boys  and  girls  will  live 
in  rural  cominunities  and  will  be  active  in  those  things  in  which 
rural  people  are  most  concerned.  As  citizens  they  must  think 
about  roads,  plaj^grounds,  calf  clubs,  seed  corn,  game  laws,  taxes, 
courts,  community  morals,  prevention  of  waste,  pure  air  and  water, 
and  the  prevention  of  diseases  among  people  and  among  farm  ani- 
mals. It  is  necessary  to  keep  in  mind  the  community  needs  when 
teaching  citizenship  to  boys  and  girls.  The  frequent  moving  from 
town  and  city  to  country  and  from  country  back  to  town  and  city 
necessitates  that  teachers  of  citizenship  present  the  fundamentals 
of  both  rural  and  city  life  to  both  groups  of  pupils.  Their  skill  in 
handling  these  and  similar  problems  will  be  the  measure  of  their 
civilization  and  progress  in  either  the  city  or  rural  community. 

Many  courses  in  civics  fail  because  they  fix  attention  upon  the 
machinery  of  government  rather  than  upon  the  elements  of  com- 
munity welfare  for  which  government  exists;  that  is,  they  familiar- 
ize the  pupil  Avith  the  manipulations  of  the  social  machinery  without 
shoAving  him  the  importance  of  the  social  ends  for  which  the  ma- 
chinery should  be  used.  Consequently,  the  pupil  upon  leaving 
school,  uses  his  knowledge  for  ends  which  are  most  evident  to  him, 
his  own  selfish  interests.  If  civic  teaching  is  to  improve  citizen- 
ship and  is  to  give  a  better  understanding  as  a  basis  for  a  more 
active  participation  in  the  affairs  of  the  coonmunity,  the  state  and 
the  nation,  the  subject  of  civics  must  be  socialized.  By  socializing 
civics  we  mean  the  presentation  of  the  fundamental  principles  of 
civics  and  citizenship  in  the  class  room  in  a  manner  as  nearly  as 
possible  like  these  activities  are  carried  on  by  the  people  in  the 
communities,  the  state  and  the  nation.  The  truth  is  now  recog- 
nized that  we  learn  to  do  b}^  doing.  Dramatization  has  come  to  be 
the  most  effective  way  of  teaching  many  of  the  most  fundamental 
principles  of  citizenship.  The  proper  way  to  present  the  subject 
of  "elections"  is  for  the  teacher  to  conduct  a  mock  registration  and 
election  in  the  class  room.  With  the  teacher  as  instructor  and 
guide,  the  pupils  should  carry  out  the  entire  proceeding,  even  to 
the  making  of  registration  books,  the  printing  or  writing  of  ballots. 


PREFACE  7 

construction  of  voting  booths,  choosing  of  judges  of  election,  count- 
ing of  ballots,  etc.  Presenting  the  subject  in  this  manner  will  call 
to  the  attention  of  the  pupil  many  different  phases  of  the  subject 
otherwise  passed  over.  Do  not  only  talk  about  community  life, 
but  encourage  your  pupils  to  investigate  different  conditions  and 
activities  in  the  community  and  report  in  class. 

Each  lesson  while  being  definitely  correlated  with  other  lessons, 
should  be  complete  in  itself  and  have  a  keynote  which  is  em- 
phasized. One  lesson,  for  example,  may  emphasize  the  pupil's  de- 
pendency upon  the  community;  another,  the  pupil's  responsibility 
to  the  community.  The  subject  matter  found  in  this  syllabus  should 
be  supplemented  by  informal  class  discussions  and  the  continual 
use  of  questions  and  answers  on  local  civic  subjects.  Plan  to  have 
special  objective  material  which  bears  on  the  lesson  at  each  class 
session.  Such  material  may  consist  of  pictures,  sample  ballots, 
charts,  legislative  bills,  garden  plans,  park  plans,  products  of  hand 
work,  country  road  improvements,  reports  of  clean-up  campaigns, 
of  calf  clubs  and  pig  clubs,  of  current  events,  poems,  patriotic 
speeches,  and  stories  that  can  be  given  in  two  or  three  minutes  by 
members  of  the  class. 

Patriotism  is  an  essential  and  vital  part  of  every  citizen's  train- 
ing and  equipment  for  life.  Therefore,  we  must  teach  patriotism 
in  a  vital  and  material  way,  as  well  as  give  the  pupil  an  enthusi- 
astic appreciation  of  the  leading  men  and  women  of  America  and 
of  American  institutions.  The  life  and  cliaracter  of  the  leading 
men  and  women  of  American  ouglit  to  be  presented  in  such  manner 
as  will  cause  boys  and  girls  to  love  and  admire  our  national  leaders 
and  to  give  to  such  names  as  Washington,  Adams,  Jefferson,  Hamil- 
ton, Lincoln  and  Roosevelt  a  high  place  among  the  niUmes  of  tlie 
great  men  of  the  world. 

Thrift  and  saving  is  one  of  the  fundamental  virtues  of  present 
day  American  life.  The  teacher  ought  to  encourage  the  spirit  of 
thrift  in  the  pupil  as  early  as  possible  in  his  school  course.  The 
teacher  can  well  afford  to  organize  a  school  bank  in  which  the  pupils 
may  deposit  their  pennies  and  receive  a  "deposit  slii)"  and  learn 
to  keep  a  "pass  book,"  When  a  j)ui)il  lias  a  dcjxjsit  of  one  dollar 
or  more,  advise  him  to  draw  out  his  money  and  j)Iaee  it  in  a  real 
savings  bank.     Children  should  be  taught  the  saving  habit. 

In  making  this  outline,  the  committee  found  as  their  greatest  prob- 
lem, the  reconciling  of  different  views  as  to  what  a  course  in  citi- 
zenship ought  to  be.     The  material  offered  in  this  outline  is  not  en- 


8  PREFACE 

tirely  new.  It  has  all  been  tried  and  found  successful  in  one  place 
or  another.  HoAvever,  good  or  bad  this  outline  may  be,  its  suc- 
cess will  depend  largely  on  the  teacher  using  it.  In  the  hands  of  a 
wise,  sensible  teacher,  one  who  realizes  that  the  teacher  is  the 
mainspring  in  the  class  recitation,  this  outline  will  prove  to  be 
of  both  immediate  and  far-reaching  value.  In  the  hands  of  the 
supereritic,  or  the  teacher  who  finds  that  her  own  way  of  doing 
things  is  not  made  prominent  this  outline  will  prove  of  little  value. 
Give  it  a  fair  trial  and  enrich  it  from  your  own  experience  and  suc- 
cess. 


COURSE  IN  CITIZENSHIP 

FOR  THE  PRIMARY  GRADES— Grades  1,  2  and  3 

The  ultimate  aim  of  all  Civics  Teaching:   The  making  of  better  citizens 
in  the  home,  in  the  community,  in  the  state,  in  the  nation. 
The  immediate  aim  in  the  primary  grades  is  three-fold: 

1.  To  cultivate  good  manners.  A  knowledge  of  social  customs  and  social 
usages  is  necessary  to  civilized  man.  "A  young  man  or  woman  who 
does  not  know  the  rules  of  social  life  is  frequently  ill  at  ease,  awkward, 
confused,  and  unable  rightly  to  exert  powers  of  speech  or  action  when 
opportunities  offer  for  making  friends  that  may  be  of  larger  importance 
than  will  come  again  in  years."  Manners  are  matters  of  sufficient  value 
to  be  studied  for  themselves.  The  daily  exercise  of  self  control  and  con- 
sideration for  others  reacts  on  the  processes  of  mind  and  tends  to  pro- 
duce excellency  of  character.  "We  are  unwilling  that  American  citizens 
shall  have  other  manners  than  those  which  result  from  what  was 
known  of  old  as  "good  breeding." 

2.  To  develop  wholesome  health  habits.  Happiness  depends  more  or  less 
on  he^th.  If  boys  and  girls  are  going  to  be  happy,  they  must  be  well, 
so  the  development  of  good  personal  health  habits  is  of  vital  importance 
What  brings  health  and  happiness  to  the  individual  will  make  the  home 
and  country  a  better  place  to  live. 

3.  To  teach  the  elementary  principles  of  good  citizenship,  such  as  obedience, 
helpfulness,  industry,  truthfulness,  care  of  property,  courage,  loyalty, 
love  of  the  beautiful,  and  belief  in  the  right.  A  government  that  accords 
equal  rights  and  opportunities  to  all  enjoins  equal  duties  and  responsi- 
bilities upon  all.  Hence,  we  must  prepare  our  children  for  the  assumption 
of  those  rights  and  responsibilities  by  early  training  in  the  elementary 
principles   of  good    citizenship. 

SUGGESTIONS  FOR  CARRYING  OUT  THE  ABOVE 

The  course  consists  of  three  parts — ^Manners,  Health,  and  Elementary 
Principles  of  Citizenship.  The  health  program  is  to  be  presented  in  a  general 
leeson  in  hygiene,  once  each  week  for  six  weeks.  The  study  of  a  topic 
each  Monday  morning  for  the  required  six  weeks.  The  lessons  in  manners 
consist  of  thirty  lessons,  one  lesson  to  be  given  on  each  Monday  during 
the  time  required  to  complete  the  course.  The  lessons  in  elementary  prin- 
ciples of  citizenship  are  to  be  given  in  one  lesson  each  week,  perhaps  on  Wed- 
nesday, thi-ougbout  the  entire  school  year. 


10      .  COURSE  IN  CITIZENSHIP 

PART  I.    AIM :   TO  TEACH  MANNERS 

(Thirty   Lessons) 
GREETINGS 

There  are  many  little  forms  of  greeting  one  another  that  have  become 
customary  among  kind  hearted  people.  The  mere  words  of  greeting  mean 
60  much  more  when  the  kind  thought  shows  in  our  tones  of  voice  and 
manner  of  giving  it.  We  should  never  address  our  teacher  as  "Teacher",  but 
as  we  enter  the  schoolroom  in  the  morning  we  say,  "Good  morning,  Miss 
Wilson,"  and  on  leaving  we  say,  "Good  night,"  or  "Good  bye."  If  we  meet 
her  in  the  afternoon  it  is  polite  to  say,  "Good  afternoon.  Miss  Wilson."  It 
is  never  polite  to  call  out,  "Hello"  to  one  older  than  we. 
Lessons  1  and  2, — Good  Morning,  Good  Night. 
Examples: 

Good  morning,  mother  dear. 
Good  night.  Aunt  Laura. 
Good  morning.  Grandfather. 
Good  afternoon,  Miss  Jones. 
References: 
"Good  morning  is  the  golden  link 
Which  starts  the  day  so  bright,  we  think. 
And  when  the  day  of  work  we  close. 
Good  night  will  bring  a  sweet  repose." 
Game,  Greeting  and  Meeting,  p.  5,  Popular  Folk  Games  and   Dances, 

A.    Flanagan    Co. 
Game,  Going  Walking,  p.   6,  Popular  Folk  Games  and  Dances. 
Game,  Kull  Danzen,  p.  13,  Popular  Folk  Games  and  Dances. 

COURTESIES 
Lesson  3. — I  thank  you. 
Examples: 

This  is  such  a  nice  apple,  I  thank  you,  Mary. 
I  thank  you  for  these  flowers,  Jane. 

John  hands  a  book  to  Mary.     She  replies,  "Thank  you,  John." 
"I  thank  you,  sir,"  and  "if  you  please," 
Make  many  burdens  lift  with  ease. 
Lesson  4. — If  you  please. 
Examples: 

Please  give  me  your  book,  Mary. 
Please  pass  the  bread,  father. 
Mother,  I  should  like  the  bread,  if  you  please. 
Will  you  please  lend  me  your  knife,  John? 
Lesson  5. — I  beg  your  pardon. 
Examples: 

Do  not  pass  rudely  in  front  of  people.     If  you  do  so  of  necessity,  say, 

"I  beg  your  pardon." 
If  you  bump  into  one  in  passing,  or  by  accident,  excuse  yourself  by 

saying,  "I  beg  your  pardon." 


GRADES  I,  II  AND  III  11 

In  reaching  for  a  book,  if  you  get  in  the  way  of  another  excuse  your- 
self by  "Pardon  me." 
Lesson   6. — Excuse   me. 
Examples: 

If  you  jostle  or  get  in  the  way  of  another  it  is  not  polite  to  laugh  but 
you  should  stop  and  say,  "Please  excuse  me,"  or  "Excuse  me,  please. 
Miss  Wilson,"  or  simply  "Excuse  me." 

COURTESY  IN  REPLIES 

So  often  we  are  discourteous  in  that  we  fail  to  make  any  reply  whatever 
when  a  request  is  made  of  us,  or  something  is  told  to  us.     We  listen  in  a 
courteous  manner.     If  a  request  is  made,  we  do  the  thing  asked.     How  much 
nicer  it  is  if  we  do  reply  in  words  also. 
Lesson  7. — "Yes,  Miss  Wilson."     "No,  father." 
Examples: 

(A  plain  "yes"  or  "no"  is  not  considered  discourteous  and  the  older 
"Yes,  Ma'am"  is  no  longer  considered  the  nicest  way.     Soften  the 
plain  "yes"  with  a  word  or  two  following.) 
"Yes,  Charles,  I  shall  go  with  you." 
"No,  but  I  am  glad  that  you  can  go." 
"No,  Miss  Wilson,  I  did  not  get  my  lesson  completed." 
"No,  Mr.  Black,"  is  a  better  form  than  "No,  sir." 
Lesson  8.— "Certainly,"  or  other  answer  than  "yes"  or  "no." 
Examples: 
"May   I  have   your   knife?"     "Certainly." 
"Will  you  help  me  with  my  lesson?"     "I  shall  be  glad  to  help  you." 

CHEERFULNESS 

Lesson  9. — Cheerfulness  at  tasks,  at  play. 
Examples: 

Whining  if  the  task  seems  too  hard. 
Sulking  if  mother  asks  you  to  help  her. 
Crying  if  denied  something  you  want. 
Pouting  if  things  do  not  please  you. 
Arguing  if  requested  to   do  or   not  do   something. 
Lesson   10. — Cheerfulness  when  things  go  wrong. 
Examples: 

Laugh  and  rebuild  your  blocks  if  an  accident  happens. 
If  the  rain   spoiled   your  picnic,  do  something  nicer. 
If  work  interferes  with  play  make  play  of  the  work. 
If  a  cold  keeps  you  in  when  you  had  other  plans,  have  a  good  time 
by   reading  mother  a  good  story  or  amusing  yourself. 

COURTESIES  TO   HOME  FOLKS 

Lesson  11. — Never  interrupt  a  person  speaking. 

Do  not  interfere  with  entertainment  of  guests  by  demanding 

so  much  of  time  and  attention   for  yourself. 
Do  not  contradict  another. 


iS  COURSE  IN  CITIZENSHIP 

COURTESIES  TO  GUESTS  IN  THE  HOME 

Lesson  12. — Greet  in  a  nice  manner. 

Help  entertain  in  a  modest  way  not  interfering  with  plans  of 

others. 
Share  toys  with  visiting  children. 
Never  be  rude. 

COURTESIES  TO  SERVANTS— PRIVATE  AND  PUBLIC 

Lesson  13. — Speak  in  kindly  way. 

Never  be  rude  or  officious. 

Observe  the  Golden  Rule  when  dealing  with  them  as  with  all 

people. 

COURTESY    TO    STRANGERS 

Lesson  14.— Do  not  stare  rudely. 

Do  not  question  about  their  private  affairs. 

GENERAL  COURTESIES  IN  THE  HOME 

Lesson  15. — Do  not  read  over  one's  shoulder. 

Do  not  listen  to  things  you  are  not  expected  to  hear. 

Do  not  tease  those  weaker  than  you — nor  the  crippled. 

Never  laugh  at  mistakes  or  failures  of  others. 

Do  not  talk  or  laugh   noisily  when  it  might  disturb  others. 

GENERAL  COURTESIES  IN  PUBLIC 

Lesson  16. — Do  not  stand  in  order  to  see  better  if  others  sit,  if  by  doing  so 
you  interfere  with  the  view  of  any. 
In  street  car,  give  seat  to  ladies,  or  elders. 
Be  modest,  quiet,  careful  in  all  your  ways. 

MANNERS  AT  THE  TABLE 

Lesson  17. — Preparation  for  the  meal. 
Examples: 

Cleanliness  of  person. 
Neatness  of  the  dress. 
Hair  nicely  combed. 
Lesson  18. — When  and  how  to  be  seated. 
Examples: 

When  the  hostess   (it  is  mother  in  the  home)   says  a  meal  is  served, 

come  at  once. 
When  the  hostess  is  seated  or  given  the  signal,  be  seated. 
Sit  erect,  not  too  close  to  the  table. 
Keep  hands  quietly  in  the  lap  until  served. 
Keep  elbows  at  the  sides,   never  spread   out. 
Lesson  19. — Show  no   impatience  to  be  served. 
Do  not  reach  for  things. 
Ask  for  what  you  like  if  it  is  not  passed. 

"Will   you  be   kind   enough   to   pass   the   meat,"   will   get   the 
desired  result. 


GRADES  I,  II  AND  III  13 

Lesson  20. — Helping  serve. 

If  a  dish  is  near  you,  pick  it  up,  but  before  serving  your- 
self,  pass   it  to   the   one  sitting  next  you,   saying,   "Will 
you  have  some  jelly?"     Think  constantly   of  others  and 
help  mother  see  that  all  are  well  served. 
Lesson  21. — Take  the  piece  nearest  you,  never  "picking  over"   to  find   a 
more   desirable   piece.     This   ■would  be   selfish   and   ill-man- 
nered.    If  there  is  a  choice,  it  is  nice  to  ask  someone  else 
to  have  it. 
Lesson  22. — Eat  quietly. 

Do   not  fill   the   mouth   too   full.     Chew   the   food  with  the 
mouth  closed.     Never  smack  the  lips.     Eat  soup  quietly 
from  the  side  of  the  spoon. 
Lesson  23. — Use  of  knife,  fork  and  spoon. 

Use  the  knife  to  cut  food  and  to  butter  the  bread,  never 

put  it  in  the  mouth. 
Use  the  fork  to  carry  the  food  to  the  mouth.    Do  not  try  to 
get  too  much   on  it.     In   cutting   meat   the   tines  of  the 
fork  should  be  turned  down. 
Use   the   spoon   to   eat   cereals,  certain   desserts  and   soupy 

vegetables,  and  to  stir  cocoa,   or  coffee. 
Never  leave  the  spoon  in  the  cup. 

Do   not  eat  with   the  fingers.     It   is  not  cleanly,   nor   does 
it  look  well. 
Lesson  24. — Help  to  make  a  pleasant  table  atmosphere. 
Never  tell  unpleasant  things  at  the  table. 
Help  make  interesting  conversation. 
Never  speak    with   the   mouth   full. 
Place  napkin  over  the  mouth,  and  turn  away  to  cough  or 

sneeze. 
Observe  all  the  little  niceties  like  spreading  only  a  small 

piece  of  bread  at  a  time. 
Place   knife  and   fork   carefully   on   one   side   of   the   plate 

when  passing  the  plate  for  a  second  helping. 
Do  not  pick  the  teeth  at  the  table. 
Lesson  25. — Rising  to  leave  the  table. 

Rise  when  the  hostess  rises  or  gives  the  signal  to  do  so. 
If  necessary  to  leave  during  the  meal  ask  to  be  excused  by, 
"May  I  be  excused,  please,"  or  "Please  excuse  me." 
References: 

Training  in  Courtesy — Bulletin  No.  54,  Department  of  Interior. 
Dramatization  of  Table  Manners   in  above  named  bulletin. 
(Try  out   for  the  Thanksgiving  dinner). 

SHARING 

Lesson  26. — Sharing  with    home    folks. 

Sharing  of  material  things,  candy,  toys,  books,  etc. 
Sharing  of  work,  pleasures,  joys,  sorrows. 
Sharing   of  plans   for   the   family. 


14  COURSE  IN  CITIZENSHIP 

Lesson  27. — Sharing  with  Playmates. 

Toys,   play,  books — Leading  to  unselfishness  and  fair  play. 
Lesson  28. — Sharing  with  others. 

Teacher,  friends,  children  in  the  hospital,  etc. 
Lesson  29. — Showing  love  in  the  home  and  school,  by  kindnesses. 

By  cheerful   obedience. 

By  making  others  happy. 

By  helpfulness. 
Lesson    30. — Showing   love  by    gifts — the    Christmas   spirit. 

Gifts  for  home  folks. 

Gifts  for  sick   or   shut-ins. 

Gifts  for  friends. 

Gifts  for  birds,  pets. 


PART  II.    AIM:   TO  DEVELOP  WHOLESOME  HEALTH 

HABITS 

HEALTH 

"To  seek  health  is  my  duty  as  a  good  citizen  of  the  United  States." 
This    work    is    directed    especially    toward    the    formation    of    wholesome 
health   habits;    for   almost  without  exception   defects   and   diseases  can    be 
prevented   or   remedied   by   giving   proper   physical    care   in   childhood   and 
youth. 

HEALTH  PROBLEMS 

Health  as  a  rule  is  a  purchasable  commodity,  and  the  price  is  education. 

The  saving  of  human  life  is  more  than  a  humanitarian  question,  as  it 
must  also  be  considered  from  an  economical  viewpoint.  During  the  past 
twenty  years,  the  average  age  at  death  has  been  increased  from  37  to  42 
years,  and  the  death  rate  has  been  reduced  from  17.6%  to  1^.1%.  This  means 
an  annual  saving  in  life  greater  than  Great  Britain  lost  in  any  one  year  of 
the  War.  A  large  proportion  of  this  is  due  to  the  lessened  deaths  of  children 
from  preventable  diseases. 

Statistics  show  that  about  one  half  of  all  children  die  before  reaching 
the  age  of  five,  and  that  one-half  of  all  deaths  occur  before  the  age  of 
twenty-three.  During  the  recent  war,  31%  of  the  young  men  between  the 
ages  of  21  and  31  were  found  unfit  for  full  military  service  by  reason  of 
physical  defects,  the  majority  of  which  could  have  been  prevented. 

During  each  year  there  are  1,600,000  deaths  in  the  United  States,  of 
which  40%,  or  670,000  could  be  prevented  by  the  proper  application  of  the 
well-known  principles  of  preventative  medicine.  In  figuring  the  value  of 
an  average  individual's  earning  capacity  at  a  minimum  of  $2,000,  which 
is  very  low,  this  would  make  a  loss  to  the  various  communities  and  the 
Government  of  $1,340,000,000.00  annually,  not  including  the  enormous  ex- 
penses of  sickness,  loss  of  time  and  disability  from  physical  defects,  not 
fatal,  which  could   and   should  be  eliminated. 


GRADES  I,  II  AND  III  15 

The  duty  of  the  practicing  physician  is  to  cure  those  already  ill,  and  to 
give  such  advice  as  his  time  allows.  The  real  work  in  preventative  medi- 
cine must  be  done  by  public  health  agencies,  the  support  of  which  must 
come  from  general  funds.  The  Federal  Government,  through  its  Public 
Health  Service,  is  making  a  scientific  study  of  the  various  diseases  which 
affect  mankind  and  the  means  of  preventing  same.  The  state  boards  of 
health  through  conferences  and  bulletins  are  in  constant  contact  with  the 
Federal  Government  and  receive  the  full  benefit  of  its  investigations. 

The  schools  of  the  larger  cities  are  in  position  to  avail  themselves  of 
health  measures  to  a  much  greater  degree  than  those  of  the  rural  districts 
by  reason  of  their  densely  populated  districts.  If  the  rural  districts  are 
to  avail  themselves  of  the  greatest  good  resulting  from  health  education,  it 
is  necessary  that  this  work  be  organized  by  county  units,  with  full-time 
health  officers,  and  sufficient  corps  of  nurses  to  give  all  rural  school  children 
proper  inspection  and  advice  relative  to  all  matters  pertaining  to  health. 

In  the  majority  of  larger  cities,  the  child  has  all  the  advantages  of 
medical  inspections,  and  direction  in  his  physical  exercise,  with  health  cen- 
ters where  he  may  secure  from  the  various  clinics  free  medical  treatment 
and  advice,  and  where  necessary  operations  for  removing  physical  defects 
can  be  performed.  In  addition  to  the  above,  supervised  play  grounds,  out- 
door schools  for  the  tubercular,  and  special  classes  and  diet  for  those  suf- 
fering from  mal-nutrition  are  provided. 

There  is  no  reason  why  in  this  bounteous  Iowa  of  ours  that  every  county 
should  not  have  a  similar  Unit  in  which  all  of  the  applications  of  the 
principles  of  health  education  could  be  applied.  It  is  a  known  fact  that 
retardation  of  the  student  is  usually  due  to  physical  defects,  such  as  defective 
eye-sight,  neglected  teeth,  diseased  tonsils,  incipient  tuberculosis,  mal-nutri- 
tion, and  many  other  diseases  and  conditions  which  should  be  discovered 
and  the  child  restored  to  his  normal  physical  condition  by  proper  early 
treatment. 

In  addition  to  the  United  States  Public  Health  Service,  the  superintendent 
of  public  instruction,  and  the  state  board  of  health  by  advice  and  information 
rather  than  compulsion  are  the  agencies  through  which  this  work  should  be 
inaugurated  in  the  various  states. 

The  program  in  each  county  should  be  carried  out  by  the  county  super- 
intendent, the  health  officer,  boards  of  education,  and  welfare  organizations,, 
allowing  each  community  by  its  own  initiative  to  have  its  full  share  of  the 
work. 

The  efficiency  of  a  community  is  direct  evidence  of  health  and  happiness. 

The  plan  i)rovides  for  an  extensive  study  of  the  health  program  under 
seven  heads.  This  study  will  occupy  the  first  six  weeks  of  the  school  year. 
With  one  exception,  one  division  is  taken  up  for  study  during  each  week, 
the  work  on  the  new  topic  beginning  each  Monday  morning  and  the  activ- 
ities to  begin  with  the  opening  lesson  on  the  topic.  As  each  division  of 
the  program  is  studied  and  put  into  practice  the  work  on  the  previous  study 
is  continued  so  at  the  close  of  the  six  weoks'  work  the  children  are  fully 
prepared  for  the  "Health  Chores"  as  outlined  by  the  Modern  Health  Crusade 
Movement. 


16  COURSE  IN  CITIZENSHIP 

At  the  close  of  the  study — as  will  be  seen  in  the  outline  following — a 
parent-teacher  meeting  is  recommended  in  order  to  secure  the  co-operation 
of  the  home  on  the  health  program. 

The  work  on  health  for  the  remaining  thirty  weeks  of  the  school  year 
consists  in  the  carrying  out  of  the  "chores"  and  supplementing  these  by 
other  study  as  the  need  or  the  opportunity  arises. 

See  to  it  that  the  time  spent  at  school  utilizes  all  the  opportunities  open 
for  the  formation  and  development  of  these  health  habits,  recognizing  that 
regularity  and  constancy  of  effort  are   the  chief  essentials. 

The  following  outline  should  be  carried  out,  using  the  topics  as  suggested 
but  fitting  the  means  to  the  opportunities.  It  may  be  presented  in  the 
hygiene  period. 

FIRST  WEEK 

I.     Cleanliness   Habits. 

1.    Personal — We  are   pleasanter   companions   when  we   are   clean  than 
w'hen  we  are   dirty.     Boys  and  girls  who  are  not  clean  may   be 
offensive  and  will  be  unwelcome  in  a  group  of  their  class  mates. 
The  cleaner  we  are  the  better  we  look,  the  more  comfortable  we 
are  and  the  better  our  companions  enjoy  our  company, 
a — Face,   neck,   ears  and   hands:     No   one  likes   to   look  at  a   dirty 
face  or  dirty  hands,  no  one  enjoys  being  touched  by  dirty  hands. 
If  they  become  soiled  in  work  or  play,  wash  them  as  soon  as 
the  task  is  completed. 
"Face  and  hands  washed  clean  and  white 
Teeth   like  pearls   all   shining  bright. 
Tidy  looking  nails  and  hair 
Clothing  that's  arranged  with  care, 
Polished  shoes,  all  these  things   show 
Children  who  are  neat  you  know." 

"Dirty  hands  are  such  a  fright 
See,  I've  washed  mine  nice  and  white. 
Mother  says,  "It  is  quite  right 
To  wash  both  morning,  noon  and  night." 
References : 

Song,     How     We     Keep     Clean.      Tune,    "Marching    Through 

Georgia,"  I.  S.  T.  C.  Bulletin,  General  Lessons  on  Citizenship. 
Story,  "The  Pig  Brother,"  Wide  Awake  First  Reader. 
Picture  Story,  No.  1-2-4-9-12,  Silent  Reading  for  Health,  Modern 

Health  Crusade. 
Story,  "The  Little  Tin  Soldier,"  p.  5,  Teaching  Health  Through 

Stories,   etc..   Modern   Health   Crusade. 
Jingles  on  Cleanliness,  p.  7,  Teaching  Health  Through  Stories, 

etc..  Modern  Health  Crusade. 
Song,  Verse  2  on  p.   3,  Over  the  Top  Singing,  Modern   Health 

Crusade. 
Story,    Billy    Boy,   Vol.    2,   No.    5,    Rural    School   Bulletin,    Dec. 

1920. 


GRADES  I,  II  AND  III  17 

b — Hair  and  Nails:  Every  self-respecting  person  should  care  for 
the  hair  and  nails.  A  clean  scalp,  clean  hair,  and  well  shaped 
clean  nails  should  be  the  pride  of  every  boy  and  girl.  Have 
your  own  comb  and  brush,  keep  them  fresh  and  clean.  Wash 
comb  and  brush  when  you  wash  your  hair  about  every  two 
weeks.     Care  for  the  nails  daily. 

c — Teeth:  Sometimes  the  teeth  are  so  decayed  or  so  unclean  that 
the  breath  is  bad.  Brush  with  a  good  brush  as  regularly  as 
you  wash  you  face,  keep  them  bright  and  pearly.  Never  use 
another's  tooth  brush.  Have  one  of  your  own — keep  it  clean 
and  use  it  every  night  and  morning.  If  a  tooth  decays,  see  a 
dentist  at  once. 

(The  above   references   will   be  much  more   effective   if  pro- 
vision is  made  for  rural  teachers  to  have  these  books  in  their 
libraries.) 
References: 

See  verse  above. 

Song,  Pearly  Teeth,  p.   6,  Over  the  Top   Singing,  The  Modern 

Health  Crusade. 
Song,  Little  Boy  Blue,  p.  7,  Over  the  Top  Singing,  The  Modern 

Health  Crusade. 
Story,   Old    Man    Grouchy    Tooth-ache,    Rural    School    Bulletin 

Vol.  2,  No.  8,  March,  1920. 
Drill,    Tooth   Brush,    p.    4,    Teaching   Health    Through    Stories, 

Modern  Health  Crusade. 
Picture  Story  IV,   Silent  Reading  for  Health,   Modern   Health 
Crusade. 

Song,  Yankee   Doodle  Folks.     Tune,  Yankee  Doodle.     Bulletin 
Iowa  State  Teacher's  College,  General  Lessons  on  Citizenship. 
Song,  Here  We  Go  Around  the  Mulberry  Bush. 

d — Skiv :  It  shows  bad  manners  to  come  around  people  with  un- 
clean bodies.  We  must  bathe  the  whole  body  in  a  tub,  if 
possible  using  warm  water  and  soap  at  least  once  a  week — ' 
twice  would  be  better,  change  soiled  clothing  for  clean  garments 
at  least  once  a  week.  In  summer  we  should  bathe  oftener  with 
warm  water  and  soap  because  we  perspire  more  freely. 

e — Clothing:  Friends  like  to  see  you  dressed  in  clean  clothing.  Do 
not  spill  food  on  your  clothing  while  eating.  When  spots  do 
appear,  wash  them  off.  Hang  up  coats  and  hats  or  lay  on  a 
shelf  so  they  remain  neat  and  clean.  Put  on  your  work  clothes 
for  work  and  your  school  suits  will  remain  clean  a  long  time. 

BelonginriH. 

a — Toys,  hooks,  room  at  home:  Keep  belongings  in  clean  place, 
arrange  them  carefully  and  neatly.  Take  pride  in  clean  and 
tidy  appearance  of  your  room. 

b — Books,  wraps,  desk  at  school:  Do  not  use  book  with  soiled  hands. 
Put  fingers  under  corner  of  a  leaf  to  turn  it  and  do  not  wet 
fingers  to  turn  them.     Take  the  same  care  of  all  that  belongs 


IS  COURSE  IN  CITIZENSHIP 

to  you  at  school  as  at  home.  Books  are  the  "good  friends"  at 
school, 
c — Share  in  common  property:  Home,  school  room,  public  buildings, 
parks  and  roadways.  Use  the  same,  if  not  better  care,  when 
using  public  property — as  compared  with  use  of  your  own. 
Be  ashamed  to  tear  a  library  book,  throw  an  orange  peel  on 
the  street  or  paper  on  the  school  house  floor.  Leave  no  scratches 
or  marks  on  buildings — they  belong  to  the  public  and  are 
therefore  as  much  yours  as  others.  Let  us  help  care  for  public 
property;  if  we  cannot  help  directly,  we  can  help  by  doing  no 
harm  to  any  of  these. 
References: 

"Sure  Pop  and  the  Safety  Scouts,"  World  Book  Co.,  40c. 
David  and  the  Elves,  Minnesota  State  Health  Association,  St. 
Paul.     Fi-ee. 

SECOND  WT]EK 

II.  Fresh  Air  Habits. 

1.  Effect  of  fresh  air — as  compared  with  stale  air — invigorates,  keeps 

you  wide  awake,  and  alert.  Stale  air  often  brings  headache  and 
drowsiness. 

2.  Disinfecting  poiver  of  fresh   air  and  sunshine.     These  make  people 

healthy  just  as  they  purify  bad  water,  give  new  life  to  plants  and 
animals. 

3.  Yentilation — is  exchange  of  air.     Let  the  stale  air  out  of  house  and 

lungs  and  fill  with  clean,  fresh  and  moist  pure  air.  "Too  much 
fresh  air  is  just  enough."  The  only  bad  night  air  is  last  night's 
— open  the  window  and  let  it  out. 

4.  Correct  posture  and  right  hreathing — To  teach  correct  standing  posi- 

tion,  give   directions   as   follows: 
1.     Stand  straight  and  tall. 

2.  Head  up. 

3.  Chin  in. 

4.  Chest  high. 

5.  Hands  down  at  sides. 

6.  Heels   together,  toes   straight   ahead. 

Take  10  or  more  slow,  deep  breaths  of  fresh  air  each  day. 
Use   triple    test   for   posture. 
References — Picture   Story  V,   Silent  Reading  for  Health,    Modern  Health 
Crusade. 
Story,  Old  Scowly  Spine  Pack,  Rural  School  Bulletin  Vol.  2, 

No.  10'  May,   1920. 
Song,  Corn   Soldiers,  First  Year  Music,  Hollis  Dann. 

THIRD  WEEK 

III.  Wholesome' Food  Habits. 

1.  Eating — Form  the  habit  of  eating  regularly  and  not  more  than  four 
times  a  day.  Eat  slowly,  small  bites  and  chew  abundantly.  Do 
not  drink  with  food  in  the  mouth.     (Learn  what  is  the  best  nour- 


GRADES  I,  II  AND  III  19 

ishing  food  and   use  it.     Beware   of  eating  too  much  meat,  fried 
foods  and  sweet  tilings.) 

Each  child  should  use  his  own  knife,  fork,  spoon    (and  eat  only 
food  that  has  been  well  protected  from  flies  and  dust.) 

2.  Mastication — thoroughness — "When  we  chew,  let's  count  to  ten,  be- 

fore the  bite  goes  down." 
a— Has^e— Food    is   not   acted    on   by   the    saliva   and    the    burden    is 

thrown   on  other  organs  of  digestion, 
b — Nervousness   in   eating   disturbs   digestion. 
c — Pleasant  atmosphere  at  the  table  aids  digestion.     Eat  slowly,  chew 

thoroughly,   tell  interesting  news   and   jokes. 

3.  Foods — Kinds : 

a — Cooked   foods   are   more    digestible   than   raw. 

b — Hot  foods  are  more  stimulating  than  cold. 

c — Wash  fruit  such  as  apples,  bananas,  oranges  before  eating.    Dust 

and  germs  may  get  on  the  hands  even  if  you  do  not  eat  the 

peel. 

4.  DrinTcs — kinds: 

Hot  and  cold  water,  cocoa  or  milk  for  children.  Drink  water 
before  each  meal,  four  glasses  daily  on  the  average,  also  be- 
fore going  to  bed.  "An  internal  bath  is  as  necessary  as  an 
external  one." 

Coffee  and  tea  are  not  foods  and  children  should  never  use 
them. 
References: 

Song,  Some  Don'ts,  p.  4,  Over  the  Top  Singing,  Modern  Health 

Crusade. 
Picture    Story    No.    X    in    Silent    Reading    for    Modern    Health 

Crusade. 
Story,   The   Milk   Fairies. 

FOURTH  WEEK 
IV.     Sleep   Habits. 

1.  Regularity  is  a  great  necessity  as  sleep  is  the  greatest  body  builder 

known.  Stretch  out  full  length,  think  of  some  happy  story  or 
incident  and  go  to  sleep.  The  most  restful  time  is  the  hours  be- 
fore midnight. 

2.  Number  of  hours  each  ni(jht — 10  hours  a  minimum  for  children,  12 

hours  is  better  for  children  under  seven  years  of  age. 

3.  Hleep   with   plenty   of  fresh   air — Keep   the    windows   open,   some   at 

both  the  top  and  the  bottom.     Have  good  warm  garments  and  cov- 
ing but  keep  faces  uncovered. 
References: 

Song,   first  verso,   i).  3,  Over  the  Top   Singing,   Mudcni    Health 

Cru.sade. 
Picture   Story,  Silent   Ifeailiiig  for  Heallli,   Modern    ll(!;ilth   C^ru- 

sade. 
Jingles,    p.   7,   Tuacliing   Health    Tlirout;h    Stories,   etc..   Modern 
Health    Crusade. 


20  COURSE  IN  CITIZENSHIP 

Song,  Little  Bo  Peep,  Sleep-Bulletin  I.  S.  T.  C,  Gen.  Les- 
sons on  Citizenship, 

Song,  Mistress  Mary,  Sleep-Bulletin  I.  S.  T.  C,  General  Lessons 
on  Citizenship. 

V.  Clothing  habits: 

1.  Care — Keep  clothes  clean,  well  brushed  and  buttoned,  with  buttons, 

hooks  and  eyes  sewed  on.  Put  the  clothes  on  carefully.  If  a  girl, 
make  your  ribbon  bow  look  neat  and  jaunty.  Neatness  is  pleasing; 
little  adornment  such  as  ribbons  or  jewelry  is  needed.  Rather 
please  by  clean  clothes,  neat  shoe  strings,  hair  bow  and  well  cared 
for  shoes. 

2.  Fitness  of  clothing — Rubbers  or   overshoes   should   be  worn  to   pro- 

tect the  shoes  when  needed  but  must  be  removed  when  coming 
inside  as  feet  would  perspire  in  the  warm  room.  Remove  damp 
shoes  and  stockings  at  earliest  opportunity.  Wear  clothing  suit- 
able to  season  and  occasion. 

3.  I^eed    o/    loose    clothing — Freedom    of    movement    and    comfort  de- 

mands that  the  clothing  be  loose.  To  fill  the  lungs  with  fresh 
air,  stretch  the  arms,  exercise  and  work  with  freedom,  we  must 
have  no  tight  clothing. 

Note   to   Teachers :      Begin   weighing    and   measuring   pupils,    placing   records   on 
cards  to  keep  on  file    (and  to  be  copied  to  children's  cards  later >. 

FIFTH  WEEK 

VI.  Work  and  Play  Habits. 

Every  child  has  a  right  to  a  well  developed  body.  Exercise  will 
help  him  obtain  this.  Some  parents  say,  "My  children  work 
enough,  they  do  not  need  exercise."  Most  of  the  work  children  do 
develop  only  muscles  enabling  them  to  lift  or  use  their  arms. 
The  result  is  that  the  muscles  that  hold  the  body  erect  and  the 
muscles  that  enable  both  of  the  limbs  to  act  quickly  and  coor- 
dinately,    are    not   developed. 

1.  Play — Most  children    do    not   know   how    to    play.      Their   recreation 

consists  largely  in  rude  attempts  to  see  who  is  physically  strongest. 
Often  these  attempts  resort  to  trickery.  Games  should  be  em- 
ployed that  will  give  an  opportunity  for  physical  exuberance  to 
express  itself  and  at  the  same  time  to  train  the  child  to  do  team 
work.  Even  the  physical  strength  games  like  wrestling  matches, 
tugs  of  war,  snowballing,  may  serve  in  giving  many  useful  les- 
sons  in    good   citizenship    if   properly   managed. 

The  play  instinct  should  be  preserved.  Nothing  rests  the  body 
or  brain  so  quickly  as  the  happy  abandon  to  the  play  instinct.  The 
loss  of  the  spirit  and  the  capacity  to  play  deprives  children  and 
adults  of  much  happiness  and  to  a  certain  extent  of  the  ability  to 
recuperate  from  weariness  or  trade  of  life.  Thus  the  school  should 
encourage  work,  exercise  for  development  of  unused  and  untrained 
muscles  and  free  play. 

2.  Cultivate    the   habit   of   completion    of   effort. 

a — Finish  the  work  at  hand — ^be  it  work  or  play. 


GRADES  I,  II  AND  III  21 

b — Put  tools  or  play  things  away  when  through. 

c — Be  regular  at  tasks.     Stick  to  them.    "Work  while  we  work,  and 
play  while  we  play." 
3.     Take  time  for   exercise   and  play, 

"If  we  do  not  take  time  for  exercise,  we  will   have  to  take  time 
to  be  sick." 
"Work  and  no  play,  makes  Jack  a  dull  boy." 
References: 

Games  for  Home,  Schoolroom  and  Playground,  by  Jessie  Ban- 
croft.    Publishers,  McMillan  &  Co.,  New  York.     Price  $1.50. 
Physical  Training  for  Elementary  Schools:   Gymnastics,  Games 
and    Rhythmic    Plays,    by    Lydia    Clark.      Publishers,    Benj. 
Sanborn  &  Company.     Price  $1.75. 
Folk  Dances  and  Singing  Games,  by  Elizabeth  Burchard.    Pub- 
lishers, G.  Schirmer  Company,  New  York.     Price  $1.50. 
The  Song  Play  Book,  by  Crampton  &  Wollaston.     Publishers, 

A.    S.   Barnes   &   Company,   New   York. 
The  following  team  games  may  be  secured  from  the  Extension 
Department,  Iowa  State  Teachers  College,  Cedar  Falls,  Iowa: 
Long  Ball,  Punch  Ball,  Soccer,  Volley  Ball. 

SIXTH  WEEK 

VII.     Safety  First  Habits  or  Protection  of  Self  and  Others. 

1.  Protection  of  self  at  school — 

a — See  that  light  is  good  for  study,  that  that  seat  is  comfortable. 

b — Hold  shoulders  in  good  position,  feet  on  the  floor,  sit  well  back 
in  the  seat  during  study. 

c — Have  your  own  books,  pencils,  tablets,  drinking  cup  and  towel. 
Keep  things  out  of  your  mouth.  Do  not  loan  pencils  or  any- 
thing else  that  can  be  put  in  the  mouth.  (Nothing  except  food, 
fork,  spoon,  toothbrush  and  dental  thread  should  go  in  the 
mouth.) 

d — Carry  a  clean  handkerchief.  Report  to  teacher  if  you  do  not 
feel   well. 

2.  Protecton  of  others  at  school. 

a — Use  your  handkerchief  carefully,  placing  in  pocket  as  soon  as 
through  using  it.     Carry  a  clean  one. 

b — Turn  away  and  cough  or  sneeze  with  handkerchief  over  the  mouth. 

c — Do  not  use  your  handkerchief  or  drinking  cup  for  little  brother 
or  sister. 

d — Never  give  away  apple  or  candy  from  which  you  have  been  eating. 

e — Avoid  spitting  where  the  germs  may  be  carried. 

f — Do  not  attend  school  if  you  have  a  bad  cold,  or  contagious  disease 
of  any  kind,  or  if  someone  in  the  family  has  contagious  disease. 
"Don't  ever   trade  your  candy,  don't   swap  your  chewing  gum, 
Don't  give  away  yer  apple,  when  you've  been   eating  some, 
Be  careful   'bout  your  han'kerchief,  not  every   feller   knows 
You  mustn't  never  use  It  on  your  little  brother's  nose." 
"Catch  that  sneeze   In   your  handkerchief." 


22  COURSE  IN  CITIZENSHIP 

3.     Prevention   of  Accidents — 

Home  Accidents    (First  Grade) 

1.  How   I  may 

a — Put   away  playthings. 

b — Straighten  rugs. 

c — Keep   halls   and   stairways   clear. 

d — Put  sand  or  ashes  on  icy  walk. 

2.  Dangerous   playthings — 

Pointed  scissors,  knives,  toy  pistols,  balls,  firecrackers. 

3.  Dangerous  places  to  play. 

In  street,  near  lake  or  river,  near   fences,   porch   rails,  banis- 
ters,  high    windows    and    trees. 

4.  Caution    against 
a — Hot  liquids. 

b — Tasting  unknown   things — medicines,  food,  plants, 
c — Poison  label, 
d — Animal  bites  and  kicks. 

e — Interference  with  stove,  lamp,  electric  or  gas  fixtures,  ma- 
chinery. 
School  Accidents    (Second  Grade) 

1.  Responsibility    for    care    of   younger    children. 

2.  Danger  of   pushing,   shoving  or  tripping  others. 

3.  Danger  of  riding  a  bicycle  or   roller  skating  near  the  school. 

4.  Danger  of  throwing  ball,  snowball,   stones  or  other  things. 

5.  Necessity  for  order   in   fire   drills. 

6.  Care  for  ourselves  and   others  in  games. 
Street  Accidents    (Third   Grade) 

1.  Watch  and  be  guided  by  traffic  officer. 

2.  How   street   accidents  may  be  avoided 
a — Do  not  play  in  the  street. 

b — Look   both   ways   before   crossing  street — first    to   left,   then 

to  right. 

c — In   passing  behind   a  vehicle,   look   to   see   what   is    coming. 

3.  Notify   officer   if  tree  or  other   obstruction   is   in   street. 

4.  Never   touch   a   wire    that    is    down — guard   until    some    officer 
is   notified. 

Community   Accidents    (All    Grades) 

1.  Watch    automobiles   on   public  highway. 

2.  Beware  of  animals   in  pastures   or  fields. 

3.  Watch  for  snakes  or  bees  when   playing  in  fields. 

4.  Do  not  approach  too  near  to  horses  or  cattle  in   barnyard   at 
home. 

5.  Stay  away  from  dangerous  machinery  on  the  farm  or  in  fao- 
tories. 

6.  Crossing  bridges  on  way  to   school. 

7.  Do  not  play  near  deep  water. 

8.  Be    careful    when    near  wire    fences. 


GRADES  I,  II  AND  III  23 

PART  III.    AIM  :  TO  TEACH  THE  ELEMENTARY  PRINCIPLES 
OF  GOOD  CITIZENSHIP 

(Thirty-Six  Lessons) 
OBEDIENCE 

Two  Lessons. 

This  virtue  is  of  the  first  importance.     The  child  has  been  taught  obedi- 
ence  in  the  home   but   here   he   meets   it  in  a    new    phase.      He    sees    his 
obedience  as  a  part  of  the  obedience  of  the  whole  school.     The  lesson  begins 
on  the  first  day. 
Suggestions — 

1.  Reasons  for  obedience. 

a — Child  obeys  first  because  he  was  taught  to  do  so  in  the  home. 
b — Child   obeys   because   he    is   told   to   do   so. 
c — Inspire  him  to  want  to  obey  to  please  the  teacher, 
d — Later  expect  him  to  obey  in  order  to  please  a  voice  within  him. 
This  leads  to  self  control  under  law. 

2.  Examples  of  obedience. 

a — Little  chickens  obey  the  mother  hen  and  come  for  feed  or  to  keep 

out  of  danger.     Why? 
b — Little  birds  obey  the  mother  bird  when  learning  to  fly. 
c — Soldiers   obey  their  commander.     Why? 

3.  Principles — (Plan   for   about  three  lessons  to  teach  these) 
a — Obedience   should  be  prompt. 

b — Obedience   should   be  cheerful. 
c — Obedience  should  be  complete  not  partial. 
d — Obedience  should  come  before  one  is  told. 
Aids  to  Teacher — 
Grade  I. 

Story,  Billy's    Lesson,   Natural    Method    First    Reader,    p.    28. 

Story,  Hansel   and    Gretel,    Natural   Method   First   Reader,   p.   97. 

Story,  The  Fox  and  His  Bag,  Winston  First  Reader,  p.  2. 

Story,   Peter    Rabbit,   Winston    First    Reader,    p.    114. 

Song,  Bed   Time,   C.   Bailey's  Songs  of  Happiness,  p.   126. 

Song,  The   Five  Brave   Knights  Come  Riding,  The   Children's  Year,  by 

Grace  Wilbur  Conant,  p.  45. 
Story,  How  To  Be  a  Good  Citizen,  What  To  Do  for  Uncle  Sam,  p.  174. 
Grade  II. 

Stories  used   in  First  Grade. 
Songs  used  in  First  Grade. 

Story,  How  To  Be  a  Good  Citizen,  What  To  Do  for  Uncle  Sam,  p.  174. 
Grade  III. 

Story,  Obey  the  Laws,  The  Land   of   I'lay,   p.  .'50. 

Story,  Thf   Brownie   and    the    Cherry   Tree,   Baldwin    and    Bender   Third 

Reader,  p.  213. 
Songs,  Bod  Time,  C.  Bailey's  Songs  of  Uapjiiness,  ji.   120. 
Song,  The    Five    Brave    Knights    Come    Riding,    Grace    Wilbur    Conant's 


24  COURSE  IN  CITIZENSHIP 

In  the  Children's  Year,  p.  45. 
Story,  How  To  Be  a  Good  Citizen,  What  To  Do  for  Uncle  Sam,  p.  174. 
See    "Lessons    in    Americanism,"    The    Short    Constitution,    Martin    J 

Wade. 

CLEANLINESS 

The  Social  Side:      (One  Lesson) 
This  virtue  has  a  great  social  value.     The  pleasure  of  seeing  clean  faces 
and   hands,   the   clean   dress,   handkerchief,   personal   belongings,   the   clean 
desk,  books,  the  clean  floor,  and  playground  adds  materially  to  real  enjoy- 
ment. 
Suggestions — 

1.  Reasons   for   cleanliness — (social   side) 

a — A  clean   child   is   happier,  healthier,   and   learns   self  respect. 

b — A   clean    child    makes    friends    readily. 

c — A  dirty,  unkempt,  careless  child  is  unhappy  usually  and  has  few 

friends, 
d — Clean  body,  and  clean  clothes  react  on  the  disposition. 

2.  Examples  of   cleanliness. 

a — The  birds  take  their  baths  regularly. 

b — The  cat  has  her  own  method   of   cleanliness. 

c — Cite  other  examples. 

3.  Principles. 

a — Cleanliness  is  a  duty   one  owes  to  himself  and  his  friends, 
b — Dirt   begets    disease,    attracts   flies. 

c — "Clean  and  neat.    This  makes  me  healthy  and  good  and  happy  too. 
Beloved  by  those  about  me  and  to  my  own  self  true." 
Aids  to  the  teacher. 
Grade  I. 

Story,  Tom   the   Water  Baby,  Wiltse   Kindergarten    Stories,   p.   11. 
Story,  Carl  and  the  Earth  Worms,  Wiltse  Kindergarten  Stories,  p.  181. 
Story,  Little  Brother,  Wide  Awake  First  Reader. 
Story,  Cleanliness,  Wide  Awake  Second  Reader,  p.  146. 
Grade  II. 

Story,   Little    Brother,   Wide   Awake  First   Reader,   p.    146. 
Story,  Cleanliness,  Wide  Awake  Second  Reader,  p.  146. 
Grade   III. 

Stories,   Ones   used   in   Grade  I   and   II,   or  others. 

Dramatization,    Cleanliness,     Bulletin    54,    Training    in    Courtesy,     De- 
partment  of   Interior. 

ORDERLINESS  AND  NEATNESS 
(Two    Lessons) 
This  topic  is  closely  related  to  cleanliness  and  the  example   set   in  the 
home  and  by  the  teacher  counts  much.     Teacher's  desk  will   be   a  model. 
Neatness  of  hair,  dress,  shoes,  shoe  strings,  and  handkerchief  will  all  be 
noted  by  the  children.     The   teacher  may   set  a  standard   by   her  personal 
appearance  and  by  her  requirement  regarding  the  blackboard,   desks,  floor, 
school  yard,  care  of  books  and  preparation  of  lesson  papers. 
Suggestions. 


GRADES  I,  II  AND  III  25 

1.  Set  an  example  by  personal  appearance  and  work. 

2.  Plan   for  three  lessons — applicable  to  home  and  school, 
a — Personal   appearance. 

b — Caring  for  one's  possessions — desk,  wraps,  room,  playthings,  lunch, 

bicycle. 
c — Care  of  possessions  common  to  the  group — floor,  blackboard,  home 
yard,   school   yard,    public   playground. 
Aids  to  the  Teacher. 
Grade  I. 

Story,  Story   of   a   Mouse,   "Wiltse   Kindergarten    Stories,   p.   19. 
Song,  The  Garden,  C.  Bailey's  Songs  of  Happiness,  p.  26. 
Song,  The  Pussy,  C.  Bailey's  Songs  of  Happiness,  p.  112. 
Song,  Neatness,   Over   the   Top    Singing,   Modern    Health    Crusade,   p.   2. 
Grade  II. 

Story,  The  Fairy  Who  Came   to  Our  House,  C.  Bailey's  "For  the  Chil- 
dren's  Hour,"   p.  29. 
Song,  The  Pussy,   C.  Bailey's   Songs   of  Happiness,  p.   26. 
Song,   Neatness,  Over   the  Top   Singing,  Modern   Health   Crusade,   p.   2. 
Grade  III. 

Stories,  Suggested  in  second  grade  list. 
Songs,  Suggested  in  second  grade  list. 

PUNCTUALITY 
(One    Lesson) 

This  virtue  should  be  given  due  emphasis  during  the  period  of  habit 
formation.  To  be  tardy  at  a  meal  shows  lack  of  consideration  for  the  host- 
ess, be  it  mother  or  some  other  lady.  To  be  tardy  at  school  shows  lack  of 
consideration  for  the  other  pupils,  for  the  teacher,  and  also  for  those  who 
make  school  possible. 
Suggestions. 

1.  Be  punctual  in  home  duties. 

a — Suppose   mother   was   so   late   with    dinner   that  you   are   late  to 
school. 

2.  Be   punctual   in  school  duties. 

a — Suppose   the   teacher   slept  so   late   she   did   not   come   to   school. 

3.  Form  habits  of  punctuality  for  all  times. 

a — Suppose  the  trainmen  did  not  run  on  schedule  time — what  danger? 
■b — Suppose  the  banks  did   not  open  at  any  regular  time — but  when 

the   cashier  pleased, 
c — Suppose   the    Sunday    school   superintendent   announced   that   the 
Christmas  program  would  come  in  June  because  the  weather 
would  be  nicer. 
Aids  to  the  teacher. 

Story,  The  Race,  Story  Hour  Reader,  book  I,  p.  55. 
Story,  The  Race,  Free-Trcadwell,  book  II,  p.  16. 
Story,  The  Fairy   Slioes,  Elson'a   Third   Reader,  p.  23. 
Story,  He  Did  Not  Hesitate,  Young  American  Readers,  Civic  Duty,  p.  3. 
"Lessons   in   Americanism,"   The   Short   Constitution,  Martin   J.   Wade. 


26  COURSE  IN  CITIZENSHIP 

CO-OPERATION 

(Two    Lessons) 

By  co-operation  is  meant  working  together.  Each  child  must  learn  to 
take  his  place  in  the  group.  The  intei-est  which  has  centered  in  self  should 
be  trained  to  include  others.  The  purpose  is  to  help  the  child  realize  his 
membership  in  the  group  and  the  necessity  for  co-operation  and  personal 
responsibility. 
Suggestions. 

1.  Relationship  of  the  home  life. 

a — Father — What  he  does  toward  the  home  life,  including  pleasures. 
b — Mother — What  she  does  toward  the  home  life,  including  pleasures. 
c — Children — 'Get  what  from  others,  give  what  to  others? 

2.  Group  relationship  in  the  school. 

a — Captain  of  the  team  on  the  playground — each  pupil  takes  respon- 
sibility for  his  or  her  part   of  the  game. 

b — Housekeeper  from  their  own  group  to  assist  the  teacher  in  keeping 
room  tidy. 

c — Advantages   of   organized    co-operation: 

1.  Doing  of  many  things  one  could  not  do  alone. 

2.  Enjoyment    of   working   together. 

3.  Training  in  teamwork  and  social   spirit. 

3.  Sharing  in  the  community  life. 

a — Third  grade  pupils  are  not  too  young  to  have  civic  pride, 
b — They  enjoy  being  active  members  of  the  community. 
c — Civic  pride  is   cultivated  by   activity. 

By    sharing   the    responsibility   of   keeping    the    park,    streets, 
and  lawns  neat   and  tidy,  the   child   develops  an  appreciation 
of  co-operation. 
Aids  to  the  teacher: 
Grade  I. 
Fable,  The  Ant  and  the  Cricket,  Aesop. 
Story,  The   Open   Gate,    Mother    Stories,   Lindsay. 
Story,  Dust  Under  the  Rug,  Mother  Stories,  Lindsay. 
Story,  The  Legend  of  the  Great   Dipper,   Kindergarten   Stories,   Wiltse, 

p.  54. 
Story,  The  Little  Red  Hen,  Winston   Readers,  Primer,  p.   116. 
Story,  Henny   Penny,  Winston  Readers,  Primer. 
Story,  The   Old   Woman   and   Her   Pig,   Winston    Primer. 
Singing  Game,  Ten  Little  Indians,  Singing  Games  for  Children,  Flana- 
gan. 
Poem,  Gentlemen     Gay's     Thanksgiving,     Primary     Plans,     Supplee,     p. 

71. 
Story,  Our  Helpers,  Horace  Mann  First  Reader,  p.  83. 
Grade  II. 

Story,  The  Raindrop,  Winston  First  Reader,  p.   38. 
Story,  Finding  the    Stars,   Winston  First  Reader,   p.  106. 
Story,  Little  Half  Chick,   Winston   Second   Reader,   p.   37. 
Story,  The  Golden  Blackbird,  Winston  Second  Reader,  p.  103. 


GRADES  I,  II  AND  III  27 

Singing   Game,   Ten    Little    Indians,   Singing   Games   for  Cliildren.      (A. 

Flanagan   Co.) 
Singing  Game,  Leeby  Lee,  Singing  Games  for  Children.      (A.  Flanagan 

Co.) 
Games,  To   train   in   team  work. 

Story,  One  Good  Turn  Deserves  Aiaother,  Jones  Second  Reader,  p.  158. 
Story,  The    Five    Birds,    (sharing). 
Grade  III. 

Story,  Billy,    Betty,   and    Ben    and   the   Circus,    The    Golden   Ladder,    by 

Sneath   and   Hodges. 
Story,  A  Quarrel  Among  Quails,  The  Golden  Path,  Sneath  and  Hodges. 
Poem,  The  Three  Bugs,  Poems  of  Alice  Gary. 
Story,  Palma's    Friend,    The    Junior   Four    Minute    Men,   Nov.    15,    1918. 

School  Bulletin   No.  4. 
Stories,  Our  Home  and  Personal  Duty,  Young  American  Readers.   (John 

Winston    Co.) 
Game,  Turning    the   Wreath,     Popular    Folk     Games   and    Dances.      (A. 

Flanagan    Co.),    p.    26. 
Games,  To  Train  in  Team  Work,  Singing  Games  for  Children,  p.  43. 
Verses,  Wind   (p.  149),  Seed   (p.  153),  Growing  (p.  154),  Rain   (p.  186), 

Primary  Plans,  Supplee. 
Keeping  Your  Town  Beautiful,  Chap.  XIV,  What  To  Do  for  Uncle  Sam. 
Story,  Goody  Two  Shoes,  Baldwin   and  Bender  Third  Reader,  p.   11. 

COURTESY,    SYMPATHY   AND   APPRECIATION 

Social    Side:      (Two   Lessons) 
Some  time  has  been  spent  on  this  topic  under  the  head  of  manners.     Here 
it  is  the  intention  to  be  more  general  and  to  give  added  opportunities  for 
practice. 
Suggestions: 

1.  Courtesy — sympathy — appreciation — as  shown  to  our  associates,  mem- 
bers of  our  family,  guests,  playmates,  neighbors. 

2.  Courtesy  on  the  street. 

a — Speaking  in  kindly  way  to  all  the  people  we  know. 

b — Being  polite  in  meeting  or  aiding  strangers. 

c — Never  laughing  at  people   strange   in   dress,   or   ways. 

d — Not  obstructing  the  walk   or  highways. 

e — Stepping  aside  to  give  place  to  ladies  or  elders. 

3.  Courtesy  in  public  places: 
a — Be   on   time. 

b — Sit  quietly,  avoid  loud  voice  or  noisy  manner. 
c — Keep   mind   on   program   in   progre.ss. 

d — Avoid    shoving  for   place   or   otherwise    taking    undue    advantage. 
Aids  to  the  teacher. 
Grade  I. 

Song,  Good  Morning,  Songs  of  Happiness,  C.  Bailey,  p.  97. 

Song,  Good   Morning,  The  Children's  Year,  Grace  W.  Conant,  p.  1. 

Song,   How  Do  You  Do,  My  Partner,  The  Children's  Year,  Conant,  p.  8. 


28  COURSE  IN  CITIZENSHIP 

Song,  Daisies,  The  Children's  Year,  Conant,  p.  36. 

Song,  Good  Morning  Song,  Kindergarten  and  First  Year  Music,  Hollis 
Dann,   p.   75. 

Song,  Good  Afternoon,  Hollis  Dann. 

Story,  The  Boy  and  the  Goat,  Winston  Primer. 

Story,  The  Little  Porridge  Pot,  Winston  First  Reader,  p.  94. 

Story,  The  Elephant,  Wiltse  Kindergarten  Stories,  p.  193-4. 

Singing  Games,  Visiting  games,  Children's  Singing  Games,  (A.  Flana- 
gan Co.)  p.  13. 

Singing  Games,  Hansel  and  Gretel  Dance,  Children's  Singing  Games, 
p.  40. 

Singing  Games,  Social  Dance,  Children's  Singing  Games,  p.  41. 

Dramatization,  Christmas  Tree,  Natural  Method  Pi'imer,  p.  110. 

Grade  II. 

Story,  The  Story  of  the  Three  Pigs,  Winston  Second  Reader,  p.  2. 

Dramatization,  The  City  Mouse  and  the  Country  Mouse,  Winston  Sec- 
ond Reader,  p.  225. 

Poem,  The  Little  Boy's  CJoodnight,  Natural  Method  Second  Reader,  p. 
255. 

Songs,  All  suggested  under  list  for  Grade  I. 

Singing  Game,  London  Bridge,  Children's  Singing  Games,  A.  Flanagan  Co. 

Singing  Game,  Round  and  Round  the  Village,  Children's  Singing 
Games,   p.    13, 

Singing  Games,  Oats,  Peas,  Beans,  and  Barley  Grow,  Children's  Sing- 
ing Games,  p.  16. 

Singing  Game,  Visiting  Game,  Children's  Singing  Games,  p.  31. 

Singing  Game,  Social    Game,   Children's    Singing    Games,    p.    41. 

Victor  Record  No.   17210,  I  Wish  Y^ou  a  Very  Good  Day. 
Grade  III. 

Stories,  songs  and  games  suggested  for  Grades  I  and  II. 

Dance,  Children's  Dance,  Popular  Folk  Games  and  Dances,  A.  Flanagan. 
Co.,  p.  32. 

Dance,  Sandal  Polka,  Popular  Folk  Games  and  Dances,  p.  32. 

Dramatization,   Behavior   on  the   Street   Cars,   Bulletin   54. 

Training  in  Courtesy,  Department  of  the  Interior. 

Victor  Record  No.  17210,  I  Wish  You  a  Very  Good  Day. 

Story,  Good  Night  and  Good  Morning,  Baldwin  and  Bender  Third 
Reader,   p.  162. 

Poem,  Good  Night  Poem,  Baldwin  and  Bender  Third  Reader,  p.  250. 

Lessons  in  Americanism,  Martin  J.  Wade. 

KINDNESS  TO  ANIMALS 
(Two    Lessons) 

How  the  children  name  their  pets  and  tell  of  their  acts.     What  can  we 
do  for  our  pets?     Of  what  value  are  birds?     How  may  we  care  for  them? 
Tell  stories  of  pets  we  have  read  about.     Read  of  Hiawatha's  pets. 
Suggestions: 


GRADES  I,  II  AND  III  29 

1.  Our  friends — bird,  insect,  fowl  and  animal  life — we  may  have  friends 
such  as  "The  Cricket  on  the  Hearth",  "The  Carrier  Pigeon",  "The 
Little  Red  Hen",  "Beautiful  Joe",  "Black  Beauty",  etc. 

2.  Protection  of  animal  life — making  bird  houses,  caring  for  pet  dog, 

cat,  rabbit,  birds — killing  only  harmful  ones. 

3.  Study  of  liabits  of  animal  life — bee,  ant,  bird,  beaver,  mole,  gopher, 
squirrel,  etc. 

Aids   to   the   teacher: 
Grade  I. 

Story,  Winter  Preparations  of  Animals,  Primary  Plans,  Supplee,  p.  61. 

Story,  Hiawatha  and  the  Rabbit,  Primary  Plans,   Supplee,  p.  78. 

Poem,  Plum  Turkeys  Are  We,  Primary  Plans,  Supplee,  p.  82. 

Story,  Woodpeckers,    Primary    Plans,    Supplee,    p.    116. 

Story,  Owl,  Locusts  and  Wild  Honey,  Primary  Plans,  Supplee,   p.   119. 

Poem,  The  Robin,  Primary  Plans,  Supplee,  p.  167. 

Poem,  A   Secret,  Primary   Plans,    Supplee,   p.   167. 

Song,  The  Owl,  Gayner,  p.  79. 

Story,  Thanksgiving  Story,  Wiltse  Kindergarten  Stories,  p.  77. 

Song,  The  Crickett,   Songs  of  Happiness  by  C.  Bailey,  p.  32. 

Song,  The  Little  Land,  Songs  of  Happiness  by  C.  Bailey,  p.  34. 

Song,  The  Bee,  Songs  of  Happiness  by  C.  Bailey,  p.  38. 

Song,  The  Busy  Ants,  Songs  of  Happiness  by  C.  Bailey,  p.  42. 

Song,  The  Chickadee,   Songs  of  Happiness  by  C.  Bailey,  p.  50. 

Song,  I   Love    Little    Pussy,   The    Children's   Year,   Grace    Wilbur    Con- 
ant,  p.  35. 

Song,  Fido  and   His  Master,   Progressive  Bk.   I,  p.  7. 

Song,  The  Bird's   Breakfast,   Progressive   Bk.   I,   p.    115. 

Song,  The  Little  Trails  Are   Spinning,  Modern  Primer,  p.  101. 

Song,  Robin's  Return,  Modern  Primer,  p.  16. 

Victor  Record  No.  17380,  The  Whistler  and  His  Dog. 

Lessons  in  Americanism,  Martin  J.  Wade. 
Grade  II. 

Poem,  The   Cow,   Stevenson's   Poems,   p.   58. 

Story,  A  Brave  Dog,  Natural  Method  Reader,  p.   84. 

Poems,  Robin's   Secret,   Natural   Method  Reader,  p.   97. 

Song,  A  Hunting  We  Will  Go,  First  Year  Music,  HoUis  Dann,  p.  88. 

Song,  Fuzzy  Wuzzy  Caterpillar,  Child  Land  Book  II,  p.  12. 

Song,  Funny  Little  Bunny,  Child  Land  Book  II,  p.  31. 

Game,  Rabbit    in    the    Hollow,    Popular    Folk    Games    and    Dances,    A. 
Flanagan    Co.,    p.    21. 

Game,    The    Shepherd    Maiden,    Popular    Folk    Games    and    Dances,    A. 
Flanagan  Co.,  p.  23. 

Victor  Record  No.  16835,  Birds  of  the  Forest, 

Stories  and   Songs   Suggested  under   Grade   I. 

Story,  Ginger,  Reading,  Literature  Third   Reader,   p.   177. 

Story,   Black   Beauty,   Literature   Third    Reader,   p.    167. 

Story,  A   Dog  of  IHanders,   Literature   Third   Reader,  p.   149. 

Story,  Dicky  Daddlest  (pet  crane)   Baldwin  and  Bender  Second  Reader, 
page  151. 


30  COURSE  IN  CITIZENSHJP 

Grade  III. 

All   suggested   under   Grade   II. 

Story,  Black  Beauty,  Reading,  Literature  Third  Reader,  p.  167. 

Story,  Ginger,   Reading,  Literature  Third  Reader,  p.   177. 

Story,  A  Dog  of  Flanders,  Literature  Third   Reader,   p.   149. 

Story,  Hiawatha's    Pets,    Longfellow's    Hiawatha. 

Song,  Frogs  and  Toads,  Lyi-ic  Primer,  p.  111. 

Victor  Record  No.  17174,   Sweet  Bird. 

Victor  Record  No.  16835,  Birds  of  the  Forest. 

Study,  Saving  the  Wild  Fowl  and  Birds,  Chapter  VI.  What  To  Do  for 

Uncle    Sam. 
Study,  Being  Bird  and  Lords,  p.  161,  What  To  Do  for  Uncle  Sam. 
Study,  Being  Kind  to  Animals,  Chapter  VII,  What  To  Do  for  Uncle  Sam. 
Story,  The   Talkative   Tortoise,   The   Golden   Path,    Sneath   and  Hodges. 
Story,  Beautiful  Joe. 

Story,  FViends  at  the  Farm,  Baldwin  and  Bender  Third  Reader,  p.  190. 
Story,  Robin  Redbreast,  Aldine  Reader   (Third),  p.  114. 

TRUTHFULNESS 
(Two    Lessons) 
The  business  of  the  world  depends  on  truthfulness.     The  truthfulness  of 
the  world   is  the  truthfulness   of  each   citizen. 
Suggestions: 

1.  Necessity  for  truth. — We  expect  the  postman  to  tell  the  truth  when 
he  says  we  have  no  mail.  We  expect  the  grocer  to  tell  the  truth 
when  he  says  the  candy  is  worth  ten  cents.  We  expect  the  ticket 
agent  to  tell  the  truth  when  he  says  the  train  is  twenty  minutes  late. 
We  expect  the  train  flagman  at  the  crossing  to  tell  the  truth  when 
he  does  not  wave  his  sign,  telling  us  danger  is  near.  The  business 
of  the  world  demands  the  truth. 

2.  Ways  to  tell  an  untruth.     A  half  truth  is  as  bad  as  a  lie.     We  may 

tell   an  untruth  by 
a — Letting  people  think  a  thing  is  so  when  it  is  not  so. 
b — By  telling  only  a  part  of  the  facts. 
c — By  our  manner  or  by  the  expression  of  the  face, 
d — By  making  a  fact  seem  smaller  or  larger  than  it  is. 

3.  Frequent   causes  for  untruths. 
a — To  appear  bigger  or  wiser. 

b — To  cover  a  wrong — in  self  or  others. 

c — To  save  others  from  worry  (extreme  cases) 

4.  Effects  of  untruthfulness  and  of  truthfulness: 
a — Effect  of  lying  on  the  one  who  does  it, 

"Dare  to  be  true;   nothing  can  need  a  lie." 
Aids  to  the  teacher: 
Grade  I. 

Story,  Wolf,  Wolf,  First  Readers. 

Story,  on  page  21,  Stephenson's  Garden  of  Verse. 

Story,  The  Lion  and  the  Mouse,  Wiltse  Kindergarten  Stories,  p.  43. 

Story,  George   Washington   and  the   Cherry   Tree. 


GRADES  I,  II  AND  III  31 

Grade  II. 

Story,  Wolf,  Wolf,  First  Readers. 

Verse,  p.  21,  Stephenson's  Garden  of  Verse. 

Story,    George   Washington   and   the   Cherry   Tree. 

Story,   The  Necklace  of  Truth,   Easy  Road   to   Reading,   Third   Reader, 
p.  47. 

Story,  What  the  Clock  Said,  Baldwin  and  Bender  Third  Reader,  p.  36. 
Grade  III. 

Story,   What   Happened  to  Cuddy,   Third   Readers. 

Quotations,   "My  strength  is  as  the  strength   of  ten,  because  my  heart 
is  pure."     Tennyson. 
"Shame  knew  him  not,  he  dreaded  no  disgrace. 
Truth,  simple  truth,  was  written  on  his  face."  Crabbe. 

Story,   The   Necklace  of   Truth,   Easy   Road   to   Reading,   Third    Reader, 
p.  47. 

Story,  Who  Stole  the  Bird's  Nest,  Reading,  Literature,  Free  and  Tread- 
well,   p.   69. 

Story,  Speak  the  Truth,  Baldwin  and  Bender,  Third  Reader,  p.  167. 

Story,  What  the  Clock  Said,  Baldwin  and  Bender,  Third  Reader,  p.  36. 

Lessons  in  Americanism,  Martin  J.  Wade. 

HONESTY 

(Two    Lessons) 
Honesty  is  in  a  way  the  same  as  truthfulness  but  in  a  narrower  sense, 
"Honesty  is  that  sense  of  right  which  makes  it  impossible  to  take  or  use 
that  which  does  not  rightfully  belong  to  us." 
Suggestions: 

1.  We  show  our  honesty  by  the  way  we  do  our  tasks. 
a — How   did   "Honest  Abe"   win  his  name? 

b — By  doing  our  tasks  as  well  as  we  can  whether  anyone  is  looking 
or   not. 

2.  We  show  our  honesty  by  playing  fair  in  our  games. 

a — By  learning  lessons  well,  with  no  copying  from  anyone. 

b — By  taking   good   care   of   borrowed   articles   and   returning   them 

promptly. 
c — By  being  willing  to  share  favored  places   with   others. 

3.  We  show  our  honesty  by  correcting  errors  we   find  we   have   made, 

or  in  acknowledgment  and  righting  our  wrongs  we  have  done. 
a — By  acknowledgment  of  the  breaking  of  a  window  and  getting  a 

new  one — if  we  have  such  an  accident, 
b — What  i6  a  coward? 

c — If  we  commit  a  wrong,  how   can   we  escape  being  a  coward? 
d — What  is  the  relation  between   honesty  and  honor? 
e — Illustrate   by  stories  of  King  Arthur  and   His   Knights. 
Aids  to  tbo  teacher: 
Grade  I. 
Story,  The  Stolen  Corn,  For  the  Clilldren's  Hour,  C.  Bailey,  p.  68. 
Story,  The  Borrowed  Book,  Lincoln  the  Young  Man,  Doming  and  Bcnuis. 
Song,  Lady  Bird,  First  Year  Music,  Hollis  Dann,  p.  62. 


82  COURSE  IN  CITIZENSHIP 

Grade  II. 

rjtory,   The  Proud  Crow,  Aldine   Second  Reader,  p.  8. 

Stories,  King  Arthur  and  His  Knights,  Tennyson. 

Stories,  Those  listed   under   Grade   I. 

Dramatization,  Fair  Play,  Bulletin  No.  54,  Training  in  Courtesy,  Dept. 
of  Int.,  p.  38. 

Quotations,   "Honesty  is  the  best  policy,"  B.   Franklin. 

Story,  Give  Heed  to  Little  Things,  Jones  Second  Reader,  p.  152. 
Grade  III. 

Quotations,  "An  honest  man's  the  noblest  work  of  God."     B.  Franklin. 

Story,  The  Stolen  Corn,  For  the  Children's  Hour,  C.  Bailey,  p.  68. 

Song,  Lady  Bird,  First  Year  Music,  HoUis  Dann,  p.  62. 

Story,  "The  Borrowed  Book"  from  Lincoln,  the  Young  Man,  by  Deming 
and  Bemus. 

Dramatization,  Fair  Play,  Bulletin  No.  54,  Training  in  Courtesy,  p.  38. 

Stories,  King  Arthur  and  His  Knights,  Tennyson. 

Story,   Give  Heed  to  Little  Things,   Jones  Second  Reader,  p.   152. 

Lessons   in  Americanism,   Martin   J.  "Wade. 

COURAGE 

An  effort  is  here  made  to  help   a  child  to  overcome   timidity,   and  hes- 
itancy, to  rely   on  self,  to  endure   physical  hardships  and   develop   courage 
to  stand  for  what  he  believes  is  right  in  spite  of  opposition. 
Suggestions: 

1,  Physical  Courage — 

a — Fear  of  animals  or  nature. 

Children  who  are  told  stories  about  animals  and  the  happenings 
of  nature  need  never  fear  harmless  animals,  the  dark  or  storms. 
The  teacher  should  wisely  influence  children  to  develop  natural 
courage  in  regard  to  these  things  and  help  those  who  are  afraid 
to  overcome  such  fears.  Destroy  superstitions  regarding  thun- 
der, spiders,   dark,   etc. 

b — Fear  of  pain. 

We  admire  a  child  who  does  not  cry  over  accidental  hurts  on 
the  playground;  one  who  is  a  good  soldier  when  he  gets  vac- 
cinated or  visits  the  dentist.  Fear  or  hurt  conquered  once,  be- 
comes less  when  met  a  second  time. 

2.  Moral    Courage — 

a — Cultivate    the    courage    to    stand    erect    before    others,    look    them 

squarely  in  the  eye  and  say  or  do  the  thing  planned, 
b — Practice  doing  things  before  others  until  self-possession  and  poise 

are   natural. 
c — Cultivate  the  courage  to  always  act  and  speak  the  truth. 
d — Cultivate  the  courage  to  meet  and  overcome  difficulties. 
e — Cultivate   the   courage  to   go  ahead   if  right   but   also   to   profit  by 

criticism. 
f — Cheerfulness — courage    to    minimize    discouragements    for    sake    of 

associates    and   friends. 


GRADES  I,  II  AND  III  33 

Aids  to  teachers: 
Grade  I. 

Story,  How  the  Robin  Got  Its  Red  Breast,  Natural  Method  Second 
Reader,   p.   79. 

Story,  How  the  Home  Was  Built,  C.  Bailey's  for  the  Children's  Hour, 
p.  39. 

Poem,    Somebody's    Knocking,   Parmly    Third    Reader,    p.    147. 
Grade  II. 

Story,  Same  as  Grade  I  and  III. 

Story,  The  Leaf's   Journey,  Aldine   Second  Reader,  p.   64. 

Story,   William   Tell,   Parmly  Third   Reader,   p.   182. 

Story,   Hansel  and  Gretel,   Third  Reader,  p.   100. 

Poem,  The  Fairies,  Easy  Road  to  Reading,  Third  Reader,  p.   40. 
Grade  III. 

Stories,    Same   as   for   Grade  I. 

Quotations: 

"Not  all  the  names  of  heroes  are  to  be  found  in  history." 

"Cowards   are   cruel;    but   the   brave 

Love  mercy,  and  delight  to  save.'' 

"Dare  to  be  a  Daniel;    dare  to  stand  alone. 

Dare  to  have  a  purpose  true,  and  dare  to  make  it  known." 

History  Stories,  Magellan  the  Idler  Becomes  Ambitious,  p.  63,  Founders 
of   Our    Country,   Am.    Book    Co. 

History  Stories,  Columbus  Sticks  to  His  Strong  Purpose,  p.  13,  Founders 
of  Our  Country,  Am.  Book  Co. 

History  Stories,  The  Father  of  Georgia,  p.  253,  Founders  of  Our  Coun- 
try, Am.  Book  Co.,  (Has  the  courage  to  make  a  home  for  the  out- 
casts   of   England.) 

Story,  The  Mouse  Who  Was  Not  Afraid,  Easy  Road  to  Reading,  Third 
Reader,  p.  19. 

Poem,  The  Rain,  Harp,  (To  overcome  fear  of  wind)  Easy  Road  to 
Reading,   p.    102. 

Poem,  Windy  Nights,  Easy  Road  to  Reading,  p.  54. 

Reading,  Cheerfulness,  A  kind  of  bravery.  Bulletin  No.  54,  p.  36,  (Train- 
ing in   Courtesy,   Dept.   of   Int.) 

Story,  Young  Dandelion,  Aldine  Third  Reader,  p.   145. 

Story,  The  Knight  of  the  Silver  Arrows,   Aldine  Third  Reader,  p.  136. 

Lessons    in    Americanism,    Martin   J.   Wade. 

FAIR  PLAY 
(Two    Lcsson.s) 

"Playing  fair  and  sticking  to   the  rules  of  the  game   will   help   to  make 
of  any  boy  or  girl  an  honest  man  or  woman."     Play  in  group  contests  will 
teach  the  value  of  team  work. 
Suggestions: 

1.     Playing  fair  means  observing  the  Golden   Rule   in   work   and  play, 
a — Sliould  one  child  always  be  hunter  or  calchor   in  a  game? 


34  COURSE  IN  CITIZENSHIP 

■b — Who  has  a  right  to  use  the  apparatus  on  the  playground? 

c — How    can   we    play   fair    with    new   children    who    come    into    our 

community? 
d — How  can  we  play  fair  with  smaller  or  weaker  children? 
e — How  can  we  play  fair  with  children  whom  we  do  not  like? 

2.  Playing  fair  means  being  unselfish. 

a — Do  we   share  our  playthings,   our  games,  our  time? 

b — Do  we  plan  to  help  little  brother  or  sister  have  a  good  time? 

c — How  can  our  unselfishness  help  mother,  father,  teacher,  friend? 

3.  How  playing  fair  helps  us  and  others. 

a — Playing   fair   to   father   and   mother   helps  them   to   make   a   good 

and  happy  home, 
b — Playing    fair    at    school    helps    in    making    school    life    happy    and 

valuable. 
c — Playing  fair  in  our  community  means  we  do  not  "pay  back"  for 
slights  or  wrongs. 
Aids  to  the  teacher: 
Grade  I. 

Rhyme,    Pussy   and    I,   Winston    First   Reader,    p.    49. 

Story,   The   Three  Bears,  Winston   Primer. 

Story,  The  Greedy  Cat,  Winston  First  Reader,  p.  20. 

Story,  The  Three  Goats,  Winston  First  Reader,  p.  28. 

Story,  The  Ugly  Duckling,  Wiltse  Kindergarten   Stories,  p.  201. 

Golden  Rule,  "Whatsoever  you  would  that  men  should  do  to  you,  do 
you  even   so   to   them."  Matthew   7:12. 

Singing  Game,  The  MufEin  Man,  p.  19,  Children  Singing  Games    (Flan- 
agan). 
Grade  II. 

Story,  The  Stone  in  the  Road,  Winston  Second  Reader,  p.  61. 

Story,  The  Frog's  Offer,  Winston  Second  Reader,  p.  78. 

Story,  The  Selfish  Jackal  and  the   Sheep,   Natural   Method   2d  Reader, 
p.  133, 

Story,  Fun  for  the  Boys,  Vvlnston  Second  Reader,  p.  18. 

Dramatization,   The   Traveler   and   the   Bear,   Winston   Second  Reader, 
p.  101. 

Golden  Rule,   Quoted   under   Grade  I  list. 

Singing  Games,  Progressive   Road  Book   I,  p.  55,  71,   72,  91,  93,  95. 

Story,  Three  of  Us  Know  a  Secret,  Aldine  Second  Reader,  p.  91. 
Grade  III. 

Dramatization,  Fair  Play,  Bulletin  54,    (-Training  in  Courtesy,  Depart- 
ment   of    Interior). 

Story,  The  Selfish  Jackal  and  the  Sheep,  Winston  Second  Reader,  p.  133. 

Story,  Fun  for  the  Boys,  Winston  Second  Reader,  p.  18. 

Game,    Swedish    Gymnastic   Dance,    p.    17,   Popular    Games    and   Dances, 
(Flanagan). 

Game,   Stealing  Sticks,    (Ammunition  by  the  Minute  Men),  Ganee  XII, 
Iowa   State    Teachers   College    Extension    Ol'iice. 

Singing  Games,  Progressive  Book  I  pp.  55,  71,  72,  91,  93,  95. 

Verse : 


GRADES  I,  II  AND  III  "  35 

"Be  to  others  kind  and  true 
As  you'll  have  others  be  to  you; 
And  neither  do  nor  say  to  men 
"V\'Tiat  e'er  you  would  not   take  again." 

CARE  OF  PROPERTY 

(Two    Lessons) 
Suggestions: 

1.  Meaning  of   personal  property. 

a — This  is  mine.     I  earned  it  by  my  own  efforts. 

This  is  mine.     I  bought   it  with   my   own  money — money   that  I, 

myself,  earned. 
This  is  mine.     Some  one  who  owned  it,  gave  it  to  me. 
This   is   mine.     I   gave   for   it   something   I   had   a   right   to   give 
away  and  received  it  from  one  who  earned  it  by  his  own  efforts. 
b — Care  I  should  give  my  property. 
c — Care  others  should  give  my  property  if  I  loan   it  to  them. 

2.  Property  of  others. 

a — Why  it   belongs   to  a  particular   person. 
b — What  rights  he  has  with  it. 
c — Care  he  owes  it. 
d — Care  I  give  it,  if  loaned  to  me. 

e — Respect  due  the  property,  clothing,  speech,  manners,  and  ideals 
of  others. 

3.  Taking  what  does  not  belong  to  me. 

a — Why    it    is    wrong    to    "swipe,"    "hook,"    or    steal    apples,    melons, 

grapes,   etc. 
b — If  you  learn  that  you  committed  a  wrong,   not  knowing  it  at  the 
time,  what  should  you  do? 
Tell  the  story  of  Abraham  Lincoln  as  a  clerk  in  a  store.    He  used 
the    wrong   weight    in    measuring   out   a   pound    of   tea   to    a 
customer.      Although    it    was    night,    he    walked    four    miles 
to  deliver  the  remainder  of  the  pound  of  tea. 
c — How  does  this  apply  to  the  copying  of  lessons,  taking  another's 
idea,   taking  credit  that  belongs  to  some  one  else. 

4.  Vandalism — wilful  or  ignorant  destruction. 

a — Is  it  right  to  mark  on  walls  of  buildings,  to  scratch  or  cut  names 
on  public  property,  such  as  school  desk,  trees,  sidewalks? 

b — It  is  wrong  either  to  destroy  or  to  render  of  less  value  the  prop- 
erty of  another  by  marking,  cutting,  breaking  or  by  any  other 
means. 

5.  General   Questions. 

a — To  whom  does  the  home,  school,  park,  library  belong? 
b — Who  Hhould  care  for  the  home?     (All  who  share  it). 

The  school  house?     The  park?     The  library? 
c — Who   should    care    for   your   clothing?     Your   books?     Your   toys? 

Your  desk? 
d — What  is   the  meaning  of  "To  destroy  a  park   tree   is  as   sensible 

as  to  throw  your  own  ball  in  the  river"? 


36  COURSE  IN  CITIZENSHIP 

e — What  do  you  think  about  the  habit  of  throwing  candy  sacks   on 
the   street,  newspapers   in  the  park,   paper   on   the  school   yard 
or  floor? 
f — Why   is   it  wrong  to   strike   a   neighbor's   dog?     To   break   a  globe 

on  a  street  light?     To  break  windows  in  an  empty  house? 
g — What  can  we  do  to  take  better  care  of  our  property?     How  have 
you  seen  the  Boy  Scouts  help? 
Aids  to  the  teacher: 
Use  any  material  suitable. 

THRIFT   AND   INDUSTRY 

(Two    Lessons) 

Even  in  the  beginning  of  school  life  when  tasks  are  far  from  serious, 
there  are  efforts  which  may  be  made  in  the  true  spirit  of  work — the  spirit 
which  leads  them  steadily  on  until  the  end,  for  which  the  effort  is  made, 
is  accomplished.  Though  the  way  may  be  happy,  the  great  pleasure  is 
in  the  attainment. 
Suggestions: 

1.  Self  help  in  the  home. 

a — Dressing  in  the  morning, 
b — Getting  ready  for  school. 
c — Undressing  for  bed. 
d — Feeding  one's  self, 
e — Caring  for  possessions, 
f — Entertaining  one's  self, 
g — Entertaining  playmates. 

2.  Self  help  in  the  school, 
a — Making  friends. 

b — Caring  for  lunch,  wraps,  books. 

c — Preparing  lessons. 

d — Taking  one's    own   part. 

3.  Cultivation   of   the   work   attitude — keeping   at   the   work   until    one's 

purpose  is   completed. 
a — Give    opportunities    for    growth    of    diligence    and    perseverance — • 
plan  regular  schedule  of  lessons   and   study. 
Demand   that  tasks   be   completed   and   not  neglected, 
b — The  child  must  see  the  end — a  "good"  from  his  childish  point  of 

view. 
c — Show  examples  of  workers. 

Men  and  women  noted  for  what  they  have  accomplished,  animals 
that   work — bees,   ants,    squirrels, 
d — Show  results  of  lack  of  purpose  or  ambition. 

The  boy  who  idles  while  his  mother  or  sister  waits  on  him. 
The  girl  who  lets  her  tired  mother  wash  the  dishes. 
The  man  who  allows  his  wife  to  earn  for  the  family  needs, 
e— Signs  of  thrift. 

The   savings    account,   pet   calf,    doing    of    errands   or   odd    jobs 
for  money. 


GRADES  I,  II  ANu  III  3V 

Saving  for  tomorrow's  need. 

The  home   garden  gives  food  for  the  summer  and  much  to  he 

stored  for  the  winter. 
Father    saves   money   for   later   use,   for   times    of   sickness,    for 

other  purposes. 
Squirrels  store  nuts  for  the  season  when  they  can  find  none. 
Savings  bank,   Thrift   or  War   Savings   Stamps. 
Aids   to    the    teacher: 
Grade  I. 

Story,  Amy  Stewart,  Wiltse  Kindergarten  Stories,  p.  129. 
Story,  Hercules  and  the  Wagoner,  Wiltse  Kindergarten  Stories,  p.  196. 
Story,  The  Crow  and  the  Pitcher,  Wiltse  Kindergarten  Stories,  p.  197. 
Story,  The  Little  Red  Hen,  Winston  Primer,  p.  116. 
Song,  The  Squirrel,  C.  Bailey's  Songs  of  Happiness,  p.  48. 
Song,  Baker,   C.  Bailey's   Songs  of  Happiness,  p.  78. 
Song,  Carpenter,  C.  Bailey's  Songs  of  Happiness,  p.  81. 
Song,  The  Fireman,  C.  Bailey's  Songs  of  Happiness,  p.  82. 
Song,  The  Policeman,  C.  Bailey's  Songs  of  Happiness,  p.  83. 
Song,  The  Shoemaker,  C.  Bailey's  Songs  of  Happiness,  p.  84. 
Song,  The  Postman,  C.  Bailey's  Songs  of  Happiness,  p.  86. 
Song,  The  Street  Cleaner,  C.  Bailey's  Song  of  Happiness,  p.  87. 
Song,  The  Umbrella  Man,  C.  Bailey's  Songs  of  Happiness,  p.  88. 
Song,  Blocks,   C.   Bailey's   Songs   of  Happiness,  p.   90. 
Songs,  The  Ballad  of  the  Little  Red  Hen,  C.  Bailey's  Songs  of  Happiness, 
p.   116. 
Grade  II. 
Dramatization,  Lucky  Hans,  Natural  Method   Second  Reader,   p.  99. 
Dramatization,  The  Ant  and   the  Grasshopper,  Natural  Method  Second 

Reader,  p.  144. 
Story,  Miss  Grasshopper  Gay,  Wide  Awake  Reader   (Second),  p.   69. 
Story,  The  Stonecutter,  C-  Bailey's  for  the  Children's  nour,  p.  96. 
Song,  The  Little  Cobbler,  First  Year  Music.  Hollis  Dann,  p.  18. 
Song,  Mother  Dear,  Child  Land,  Book  II,  p.  17. 
Song,  The  Postman,  Child  Land,  Book  II,  p.   23. 
Song,  The  Friendly  Policeman,   Child  Land,   Book   II,  p.   25. 
Song,  The  Gallant  Fireman,  Child  Land,  Book   II,  p.  25. 
Song,  The  Carpenter  at  Work,  Child  Land,  Book  II,  p.  96. 
Story,  If  You  Want  Any  Dinner,  Horace  Mann  First  Reader,   p.  63. 
Story,  They  All  Work  for  a  Living,  Horace  Mann  First  Reader. 
Grade  III. 

Poem,  The  Boy  and  the  Hoe,  Easy  Road  to  Reading,  Book  III,  p.  46. 
Singing  Game,  Here  We  Go  Round  the  Mulberry  Bush,  Children's  Sing- 
ing Games,  A.  Flanagan  Co. 
Singing  Game,  The  Garden  Game,  Children's  Singing  Games,  A.   Flan- 
agan Co. 
Song,  Bee   Song,  Progressive  Book   I. 
Song,   The   Farmer,   Progressive   Book   I. 
Song,  Sing  a  Song  of  Workshops,  Modern  Primer,  p.  20. 


867<;o 


38  COURSE  IN  CITIZENSHIP 

Song,  Garden   Song,   Eleanor   Smith,   Book   II,  p.    69. 
Dramatization,  Lucky  Hans,  Natural  Method  Second  Reader,  p.  99. 
Dramatization,  The  Ant  and  the   Grasshopper,  Natural  Method  Second 

Reader,  p.  144. 
Lessons  in  Americanism,  Martin  J.  Wade. 

LOVE   FOR   THE   BEAUTIFUL 
(Two    Lessons) 
Now  and  then  we  meet  a  person  who  seems  entirely  lacking  in  love  for 
the   beautiful.     There   is   so  much   In  nature,   in  music,    in   art,  that   they 
have  no  power   to   appreciate.     It  is  desirable   to   so   develop  the   capacity 
for  enjoyment  of  the  beauty  around,  that  life  will  be  richer  and  fuller  and 
greater  opportunities  will  be  opened  up  for  enjoyment  of  leisure  time. 
Suggestions: 

1.  Beauty  in  nature. 

a — Colors  seen  out  of  doors  at  different  seasons. 
At  different  times   during   the   day.     Rainbow, 
b — Flowers  we  enjoy — prettiest  in  form,  fragrance,  color,  leaf, 
c — Sun  at  sunrise,  at  sunset. 

d — Birds  we  know.     Birds  we  love.     Birds  with  the  sweetest  songs. 
The    nests   of  birds. 
*e — Frost  on  the  windows  in  winter.    Ice  or  snow  on  trees  or  buildings, 
f — Beauty  in  a  storm.     Clouds.     Night-time. 

2.  Beauty   in  art. 

a — Music  we  enjoy. 

b — Pictures  we  love  to  study. 

c — Beauty    in    architecture,   statuary,    fountain. 

3.  Beeuty  in  literature. 

a — Fairy    stories — stories    we    like    to    hear    many    times. 

b — 'Poems  we  love  to  repeat. 

c — ^Verses  we  memorize  because  we  like  them. 

d — Songs   we   sing  for   pleasure. 

4.  Beauty  in  character. 

a — Qualities — sweetness,  kindliness,  and  fairness. 

b — Traits  of  character  as  revealed   in  the  face. 

c — Traits   of  character   as   revealed    in   deeds. 
Aids  to  the  teacher: 
Grade   I. 

Story,  The   Bag  of  Gold,  Winston  First  Reader,  p.   56. 

Poem,  The  Dandelions.   Winston  First  Reader,  p.   61. 

Poem,  Boats  Sail  on  the  Rivers,  Winston  Second  Reader,  p.  36. 

Game,  The  Swing,  Winston  Second  Reader,  p.  65. 

Verse,  Rain,  Stephenson's,  p.  71. 

Verse,  Stars  (1  verse)  in  Stephenson's,  p.  73. 

Verse,  Moon,  in  Stephenson's,  p.  73. 

Verse,  Wind,  in  Stephenson's,  p.  76. 

Story,  Apple  Blossoms,  Primary  Plans,  Supplee,  p.  184. 

Song,  The  Rainbow,  C.  Bailey's   Songs  of  Happiness,  p.  24. 


GRADES  I,  II  AND  III  39 

Story,  Peep  Star!      Star  Peep!      Wiltse  Kindergarten   Stories,  p.  93. 
Story,  For  Willie  Winkle,   Wiltse   Kindergarten    Stories,    p.   110. 
Story,  The  Legend  of  the  Cowslip,  Wiltse  Kindergarten   Stories,  p.  163. 
Story,  What  Are  the  Dandelions?     Wiltse  Kindergarten  Stories,  p.  165. 
Story,  The  Green  House  With  Gold  Nails,  Wiltse  Kindergarten  Stories, 

p.  177. 
Grade  II. 

Song,  Dandelions,  First  Year  iMusic,  Hollis  Dann,  p.  53. 

Song,  Our  Beautiful  World,  Child  Land,  Book  II,  p.  37. 

Poem,  Rainbow  Fairies,  Natural  Method  Second  Reader,  p.  128. 

Poem,  September,  Wide  Awake   Second  Reader,  p.  115. 

Story,  The  Firefly  Song,  Wide  Awake  Second  Reader,  p.   137. 

Song,  The  Rainbow,  C.  Bailey's  Songs  of  Happiness,  p.  24. 

Song,  Do  you  know  the  Trees  by  Name?     New  Song  Book,  p.  7,  C.  A. 

Fullerton. 
Story,  Black  Swallowtail,  Natural  Method  Second  Reader,  p.  142. 
Story,  Boats   Sail  on  the  Rivers,  Winston  Second  Reader,  p.  36. 
Song,  The   Swing,  Winston   Second   Reader,   p.   65. 
Game,  The  Swing,  Winston  Second  Reader,  p.  65. 
Poem,  Tiny  Little  Snowflakes,  Winston  Second  Reader,  p.  92. 
Poem,  Tell  Me  Sunny  Golden  Locks,  Primary  Plans,  Supplee,  p.  21. 
Poem,  The  Milkweed  Pod,  Primary  Plans,  Supplee,  p.  23. 
Poem,  The  Pussy  Willow,  Primary  Plans,   Supplee,  p.  156. 
Story,  The  Wild  Flower  Rainbow,  Horace  Mann  Second  Reader,  p.  90. 
Poem,  Wynken,  Blynken  and  Nod,  Baldwin  and  Bender  Second  Reader, 

p.  161. 
Victor  Record  No.  64161,  Song  of  the  Nightingale. 
Victor  Record  No.   35324,  In   a   Clock   Store. 
Victor  Record  No.  17719,  Mother  Goose  Lullaby. 
Verse: 
"My  heart  leaps  up  when  I  behold 

A  rainbow  In  the  sky. 

So  is  it  now  I  am  a  man; 

So  be  It  when  I  shall  grow  old 

Or   let   me   die." — Wordsworth. 

"The  year's  at  the  spring. 

And  day's  at  the  morn, 

Morning's  at   seven; 

The  hillside's  dew  pearled; 

The   lark's  on   the   wing; 

The  snail's  on  the  thorn; 

God's  in  His  heaven — 

All's   right   with    the  world." — Browning. 
Song,  Goodnight,   Pretty   Stars,  Grant   Shaffer. 
I'ofm,  Rainbow  Fairies,  Natural  Method  Second  Reader,  p.  128. 
Grade  III. 

All   Stories  or  songs  quoted   for  Grade   II. 
Story,   Little  Nannie.  Reading,  Literature  Third  Render,  p.  93. 
Stories,  Taken  from  Indian   Life.     lOarly    Settlers   in  Iowa. 


40  COURSE  IN  CITIZENSHIP 

FRIENDLINESS 
(Two    Lessons) 

Consideration    for    others    is   the   basis   for    all    true   courtesy.     AH    well 
mannered   persons   show   consideration   for    others.     Say   the   pleasant   and 
courteous  things.    Forget  yourself.    Think  of  others  at  home,  in  school,  and 
in  public. 
Suggestions: 

1.  Friendship   in  the  home. 

a — Father    and    mother    are    our    best    friends — we    must    always    be 
considerate  and  kind  to   them, 
b — We  may  show  our  love  to  our  parents,  brothers  and  sisters,  by 
taking  delight   in  serving   and   helping  them. 

2.  Friendship  in  our  school  life. 

a — The  teacher  Is  an  unselfish  friend.     She  devotes  her  time  and  in- 
terest  to   the    growth   and   happiness   of   the    pupils.     We   may 
show  our  appreciation  by  being  polite,  considerate,  and  helpful, 
b — Our  schoolmates  are  our  friends.     School  friendships  last  for  life. 
We  must  be  good  friends  in  order  to  have  friends.     We  should 
be   kind  to   all,  considerate   of  those  whom   we   do   not  admire, 
fair    to    all,    helpful    to    those    in    need    of    our    sympathy,    and 
thoughtful  of  those  who  are  out  of  school  on  account  of  illness. 
3.     Friendships   in   our   community. 
a — ^A  boy  or  girl  can  win  the  good  will  of  the  whole  community  by 

being  ever  courteous,  friendly,  and  unselfish. 
b — Have  a  friendly  greeting  for  the  postman,  the  grocer,  the  plumber, 
the  nightwatch,  and  the  mayor. 

4.     Friendships  in  the  realm  of  books,  nature,  and  animals, 
a— Love   for   heroes, 
b — Love  for  flowers. 
c — Love  for  animal  life. 
Aids  to  the  teacher: 
Grade  I. 

Story,  Lincoln  and  His  Son  Tad. 
Story,  David  and  Jonathan    (Bible). 
Story,  How  Jesus  Laid  Down  His  Life  for  His  Friends. 
Story,  Goops  and  How  to  Be  Them,  Burgess. 
Story,  The   Little   Shepherd,   More  Mother    Stories,   Lindsay. 
Story,  The  Broken  Window  Pane,   More  Mother   Stories,  Lindsay. 
Story,  Cinderella,  A  Book  of  Fables  and  Folk  Stories,  Scudder. 
Grade  II. 

Story,  Diamonds    and    Toads,    Child    Life,    Volume   II,    MacDonald    and 

Blaisdell. 
Story,  St.  George  and  the  Dragon,  The  Golden  Path,  Sneath  and  Hodges. 
Story,  Why  Violets  Have  Golden  Hearts,  The  Golden  Path,  Sneath  and 

Hodges. 
Story,  The  Magic  Mask,  The  Golden  Path,  Sneath  and  Hodges. 
Story,  The  Talkative   Tortoise,   The   Golden   Path,    Sneath   and   Hodges. 
Story,  Nixie   Bunny,    In    Manners    Land,    Sindelar. 


GRADES  I,  II  AND  III  41 

Fable,   The   Wind   and   the    Sun,  Aesop. 

Song,  The      Postman,    Songs    of   a   Child's   World,    Book   II,    Riley    and 

Gaynor,  Jno.  Church  Co. 
Story,  David   and   Jonathan,    Bible. 
Grade  III. 
Poems,  The    Children's    Hour,    Longfellow. 
Story,  The  Wilderness  Babies,   Schwartz. 
Story,  Hans    and    the    Wonderful    Flower,    For    the    Children's    Hour, 

Bailey  and  Lewis. 
Story,  The  Mince  Pie,  For  the  Children's  Hour,  Bailey  and  Lewis. 
Picture,   A   Helping  Hand,    by  Renouf. 
Picture,  The  Pet   Bird,  by  Meyer  von   Brenen. 
Lullaby,  The  Lullaby  of  an  Infant  Chief,  The   Posy  Ring,  Wiggin  and 

Smith. 
Story,  The    Shepherd    Boy    Who    Became    a   King,    Old    Stories    of    the 

East  by   Baldwin. 
Story,  Damon   and   Pythias,  Fifty  Famous  Stories  Retold,   Baldwin. 
Story,  The    Snappy,    Snappy     Turtle,     The     Golden     Deer,    Sneath    and 

Hodges. 
Story,    Helping    His    Dependent    Family,    Chap.    IX,    WTiat    To    Do    for 

Uncle  Sam. 
Story,  Friendship  of  the  Indians. 

CONTENTMENT 

(Two    Lessons) 

Contentment  is  a  virtue  if  it  is  a  sign  of  appreciation  of  the  good  things 
we  have  and  not  a  sign  of  lack  of  ambition  and  purpose.     It  is  the  opposite 
of  envy. 
Suggestions: 

1.  Be  not  envious. 

a — To  become  discontented  with  a  doll  or  wagon  because  some  other 

child  has   one  you  consider  nicer, 
b — To  become  dissatisfied  as  soon   as  the  newness  has  worn   off  and 

beg  for  something  more, 
c — To  want  the  thing  just  out  of  reach. 

2.  A[)preciate   what  we  have. 

a — Do   you   know   a  girl    who   loves   her    rag   doll    more   than   you    do 

your   nice   on^? 
b — Do  you  know  a  child    that  got  something  she  cried   for  but   does 

not  care  for  it  now? 

3.  Do    not   make    others    unhappy   by    constant   complaints   and   requests. 
a — Do  you  know  a  child  who  always  complains? 

b — Do  you  know  a  child  that  is  always  begging  for  something? 
Aids  to  the  teacher: 
Grade   L 

Story,  The   Anxious   Leaf,   Wiitse   Kiiidorgarlen    Stories,  p.  34. 

St^ry,.  The   story   of  King   Midas,   Wiitse   Kindergarten   Stories,  p.   118. 


42  COURSE  IN  CITIZENSHIP 

Story,  The  Tale  of  the   Littlest  Mouse,   C.   Bailey's  For   the   Children's 

Hour,  p.  45. 
Story,  Jamie's  Lesson,  Horace  Mann   Second  Reader,  p.  119. 
Grade  II. 

Story,  The    Donkey    and     the     Grasshopper,     Natui^l     Method     Second 

Reader,  p.  55. 
Story,  The  Foolish  Frog,  Natural  Method   Second  Reader,  p.   129. 
Story,  The  Discontented  Perch,  Natural  Method  Second  Reader,  p.  206. 
Story,  The  Three  Wishes,  Wide  Awake  Second  Reader,  p.  140. 
Story,  Jamie's  Lesson,  Horace  Mann   Second  Reader,   p.   119. 
Story,  Robert's   Sympathy,  Jones  Second  Reader,  p.   131. 
Grade  III. 

Stories,  All  listed  under  Grade  II. 

Poem,  Wishing,  Easy  Road  to  Reading,  Third  Reader,  p.  17. 

Story,    How    Tommy    Learned    a    Lesson,    Baldwin    and    Bender    Second 

Reader,   p.   73. 
Story,  When  the  Little  Boy  Ran  Away,  Aldine  Second  Reader. 
Story,  The  Mountain   and   the  Squirrel,  Aldine    Second  Reader,   p.    199. 
Story,  Grumbledom,  Baldwin  and  Bender  Third  Reader,  p.  168. 
Song,  The  Child's  Evening  Song,  New  Song  Book  13,   C.  A.  Fullerton. 

HAPPINESS 

(Two    Lessons) 
Suggestions: 

1.  The  effect   of  happiness   on   us. 

a — Do  you  know  a  person   who   always  looks  happy? 

b — Who  is  the  happiest  person  you  know? 

c — How  do  you  feel  when  you  meet  someone  who  is  grouchy,  irritable 
or  cross? 

d — How  do  you  feel  when  you  meet  someone  bubbling  over  with  happi- 
ness? 

2.  The  good  that  happiness  brings, 
a — Makes  us   feel  better. 

b — Enjoy   working  with   a   happy   group, 
c — Cheers  us  if  we  feel  bad. 

3.  How  we  may  show  our  happiness, 
a — In  our  faces. 

b — By  what  we  do   and  say. 

c — By  trying  to  make  others  happy. 
Aids  to  the  teacher: 
Grade  I. 

Story,  Good  Luck   Cricket,   Primary   Plans,   Supplee,  p.   35. 
Song,  The  Little  Black  Crickets,   Primary  Plans,   Supplee,   p.   36. 
Verse,  Doing  and  Giving,  Primary  Plans,  Supplee,  p.  91. 
Verse,  Little  New  Year,  Primary  Plans,  Supplee,  p.  101. 
Story,  My  Ship  and  I,  Stevenson,  p.  98. 

Story,  The  Little  Pine  Tree,  Natural  Method  First  Reader,  p.  65. 
Song,  Contentment,    Songs   of  Happiness,    C.    Bailey,    p.    168. 
Song,  Happy  Thought,  First  Year  Music,  Hollis  Dann,  p.  11. 


GRADES  I,  II  AND  III  43 

Song,  The  Three  Rules,  First  Year  Music,  Mollis  Dann,  p.  13. 

Song,  The  Robin's  Song,  First  Year  Music,  HoUis  Dann,  p.  47. 

Song,  Riggetty  Jig,  New   Song  Book,  p.   5,  C.  A.  Fullerton. 

Story,  Family,  Baldwin  and  Bender  Second  Reader,  p.  68. 
Grade  II. 

Stories  listed  under  Grade  I. 

Songs  listed  under  Grade  I. 

Story,  A  Good  Boy,  Stevenson,  p.  34. 

Story,  Foreign    Children,    Stevenson,    p.    95. 

Song,  Song   of  Joy,   Child  Land,   Book   II,   p.   38. 

Song,  Sunbeams,  Child  Land,  Book  II,  p.  39. 

Song,  Mr.  Grouch,  Child  Land,  Book  II,  p.  43. 

Poem,  A  Good,  Baldwin  and  Bender  Second  Reader,  p.  129. 
Grade  III. 

Story,  Sir  Robert,  Easy  Road  to  Reading  Third  Reader,  p.  77. 

Song,  Mr.  Grouch,  Child  Land,  Book  II,  p.  43. 

Song,  Song  of  Joy,  Child  Land,  Book  II,  p.  38. 

Song,  Sunbeams,  Child  Land,  Book  II,  p.  39. 

Song,  Three  Rules,  First  Year   Music,  Mollis   Dann,  p.   13. 

Song,   Mappy  Thought,  First  Year  Music,  Mollis   Dann,  p.  11. 

Song,  Dancing  in  May,  New  Song  Book,  p.  15,  C.  A.  Fullerton. 

Song,  The  Nightingale,  New  Song  Book,  p.  6,  C.  A.  Fullerton. 

Verse,  A  Merry,  Breezy  Little  March,  Primary  Plans,   Supplee,  p.   148. 

Verse,  In  Snowy,  Blowy  January,  Primary  Plans,  Supplee,  p.  103. 

Story,  Good  Luck  Crickety,  Primary  Plans,  Supplee,  p.  35. 

Story,  The  Threstle,  Aldiue  Third  Reader,  p.  134. 

Story,  The  Bluebird,  Reading  Literature,  Third  Reader,  p.  165. 

Story,    Rollicking    Robin,    Baldwin    and    Bender    Third  Reader,    p.    182. 

LOYALTY 

(Two    Lessons) 

Let  us  be  loyal  to  the  spirit  of  our  country,  its  history,  its  tradition, 
principles,  and  ideals.  America  prides  herself  on  her  home  life.  We 
must  be  loyal  to  pur  homes,  our  homefolks.  America  prides  herself  on 
her  heroes.  Let  us  show  loyalty  to  the  memoi-y  of  Washington,  Lincoln, 
John  Paul  Jones,  and  others.  America  prides  herself  on  her  flag.  Let 
us  love  the  flag  and  uphold  its  honor.  America  prides  herself  on  the  tra- 
ditions of  the  race.  Therefore  we  will  study  to  know  and  carry  out  these 
traditions. 
Suggestions  on  Loyalty: 

1.  Ways   we   may  show    loyalty    to    our    homes,    school,    community,    and 

nation, 
a — Work  for  them. 
b — Speak   well   of   them. 
c — Do  as  they  bid  us. 
d — Learn  our  national  songs. 

2.  Ways  we  may  learn  traditions  and  history. 
a— By  reading  stories. 

Indian   Stories — William    Penn    and    (he    Treaty. 


a  COURSE  IN  CITIZENSHIP 

b — By   taking   part   in   celebrations   and   holidays. 
3.     How  we  may  help  Uncle   Sam  keep  his  holidays. 
a — By  learning  the  real  significance  of  each  holiday. 
How   should   Christmas   be   celebrated? 
How  should  July  4th  be  celebrated? 
Would  you  think  shooting  of  firecrackers  suitable  for  Christmas 

time? 
How  should  Memorial  Day  be  celebrated? 
b — By  doing  those  things  that  put  us  in  the  right  spirit  for  the  cele- 
bration of  each   day. 
Rejoicing  for   Independence   Day. 
Memories   of   service   rendered   on   Memorial   Day. 
Pleasure  of  giving  good  wishes  on  birthdays. 
Recalling   noble  deeds   on    hero   days. 
Aids  io  the  teacher: 
Grades  I  and  II. 
Soldiers, 

Victor  Record   17004,  Corn  Soldiers. 
Song,   Soldier  Boys,   Progressive   Book  I,  p.   22. 
Song,  George  Washington,  New  Educational  First  Reader. 
Singing  Game,   Soldi-er  Boy,   Children's   Singing   Games,    p.   7. 
Singing  Game,  The  King  of  France,  Children's  Singing  Games,  p.  8. 
Singing  Game,  Here  Comes  One  Soldier  Marching,  Children's  Singing 
Games,  p.  9. 
Flags, 

Exercise,  The  Flag,   Primary  Plans,   Supplee,   p.   140. 
Song,  The  Flag,  C.  Bailey's  Songs  of  Happiness,  p.  70. 
Book,  The  Story  of  the  American  Flag,  Henry  Altemus  Co. 
Hallowe'en, 
Song,  Jack-o'-Lantern,  Bentley  Song  Primer. 
Song,  The  Brownies,   Lilts   and  Lyrics. 
Thanksgiving, 

Story,  The    First    Thanksgiving,    Wiggin    and    Smith,    Houghton    and 

Mifflin,  Pub. 
Song,   Thanksgiving   Song,    Child   Land   in    Song   and   Rhythm.   Jones 

and  Barbour. 
Song,  Thanksgiving  Hymn,  Songs  for  Little  Children,  Smith. 
Song,  Over  the  Hills  and  Through  the  Woods,  Modern  Music  Series, 

Book  I. 
Song,   Thanksgiving,  Primary  Plans,    Supplee,  p.   66  and   67. 
Song,  Thanksgiving  in  the  Barnyard,  Songs  of  Happiness,  C.  Bailey, 

p.  59. 
Story,  Thank  You,  Pretty  Cow,  The  Land  of  Song,  Book  I,  P.  35. 
Christmas, 

Song,  0  Little   Town  of  Bethlehem,  Christmas  Carols,  Bryant,  p.   57. 

Song,  O  Christmas  Tree,  Every  Child   Folk   Songs,  Bailey. 

Song,  Christmas  Hymn,   Songs  for  Little  Children,   Smith. 

Song,  Little  Lord   Jesus,  Primary  Plans,   Supplee. 

Song,  A  Christmas  Carol,  Songs  of  Happiness,  C.  Bailey,  p.  60. 


GRADES  I,  II  AND  III  45 

Song,  A  Christmas  Party,   Songs  of  Happiness,   C.   Bailey,   p.   64. 
Book,  In   the    Child's   World,    Paulson,   Milton   Bradley   Co. 
Book,  For  the  Children's  Hour,  Bailey  and  Lewis,  Milton  Bradley  Co. 
Easter, 

Song,  The  Easter  Rabhit,  Songs  of  Happiness,  C.  Bailey,  p,  73. 
Story,   Egg  Rolling  at   Washington,  Primary   Plans,    Supplee,   p.    160. 
Lincoln    and   Washington    days. 

Book,  Makers  of  a  Nation,  American  Book  Co. 
Grade   III. 

Supplementary    list. 
Reading,  Keeping    Uncle    Sam's    Holidays,    What    To    Do    for    Uncle 

Sam,  Chapter  VIII. 
Reading,  Taking    Care    of    His    Flag,    What    To    Do    for    Uncle    Sam, 

Chapter   XIV. 
Reading,  Lessons  in  Americanism,  Martin  J.  Wade.   (Use  frequently). 
Reading,  Patriotism,  What   To   Do   for  Uncle  Sam,   Chapter    I. 
Reading,  The  Pilgrims  in  Their  Three  Homes,  Houghton,  Mifflin  Co. 
Reading,  Mary   of   Plymouth,   American    Book   Co. 
Reading,  The  Kendall  Third  Reader,  D,  C.  Heath  and  Co. 
Reading,  Abraham  Lincoln  for  Boys  and   Girls,  Ginn  and  Co. 
Song,  Silent  Night,  Christmas  Carols  by  Bryant,  p.  29. 
Song,  Little  Town  of  Bethlehem,  Christmas  Carols  by  Bryant,  p.  27. 
Song,  Easter  Bells,  Eleanor  Smith,  Book  III,  p.  170. 
Song,  Yankee  Doodle. 
Song,  Star  Spangled   Banner. 
Song,  America. 

Creed,  Selected  from  Sarah  Cone  Bryant's  Book,  "I  Am  an  American", 
(to  be  studied  and  learned). 

I  am  an  American.  My  country  is  the  United  States  of  America. 
My  flag  is  the  Stars  and  Stripes.  The  Stars  and  Stripes  fly  over 
the  school  I  go  to,  because  it  is  an  American  school.  I  go  to  ii 
because  it  is  an  American  school.  It  was  built  with  public 
money,  and  is  kept  warm  and  clean  with  public  money,  and  the 
teacher  is  paid  with  public  money.  "Public"  means  belonging 
to  the  people. 
Everyone  in  my  school  is  protected  by  the  laws  of  the  United 
States  of  America  and  by  the  American  Army  and  Navy.  I  go 
to  school  to  learn  to  be  a  good  citizen.  All  of  the  people  who 
belong  to  a  country  either  by  birth  or  by  choice,  are  citizens  of 
that  country.     I   am  an  American. 

REVERENCE 

(Two    Lessons) 

It  may  be  impossible  to  create  a  real  feeling  of  reverence  in  a  child 
of  primary  grade  age.  However,  an  attitude  which  approaches  somewhat 
near  this  will  later  develop  into  reverence,  if  properly  nourished  during 
this  time. 


46  COURSE  IN  CITIZENSHIP 

A  child  has  a  certain  awe  with  regard  to  the  church — he  does  not  use 
it  as  he  would  a  vacant  store  building.  He  thinks  of  the  flag  as  more 
than  a  piece  of  cloth.  He  regards  the  truth  as  more  sacred  than  a  lie. 
So  we  have  much  to  work  on.  Psychology  teaches  that  there  are  three 
steps  leading  to  ethical   action. 

1.  The  individual  must  understand.  He  must  know  what  is  expected 
of  him  and  the  reason  for  it.  His  co-operation  is  more  easily  enlisted 
if  his  reason  is  convinced  that  the  course  proposed  is  reasonable 
and  just. 

2.  Feeling.  A  strong  feeling  for  the  right  must  be  aroused.  A  well- 
told  story,  a  verse,  a  fable,  or  a  song  is  a  more  feasible  way  to  arouse 
this  feeling  than  by  a  lecture  or  sermon.  Moralizing,  as  such,  is 
not  a  popular  method  of  arousing  a  desirable  feeling. 

3.  Will.     "Push  the  resolve  to  the  place  where  'I  ought'  becomes  'I  will.'  " 

If  a  child  undertakes  a  task  and  proceeds  to  carry  it  out,  he  passes 
through   these  three   mental   stages. 

If  he  recognizes  his  own  wrong  doing  and  goes  about  correcting  it, 
he  must  also  go  through  these  three  mental  stages  in  the  accomplish- 
ment of  his  task. 

By  all  means  avoid  preaching.  Let  the  fact,  the  sentiment,  and  the 
appeal  to  will  work  its  own  purpose. 

Use  such  material  as  can  be  found  in  ©rder  to  develop  right  attitude 
of  mind  toward  those  things  that  Americans  hold  in  reverence. 
Lessons  in  Americanism,  The  Short  Constitution,  Martin  J.  Wade.     This  is 
exceptionally   well   adapted   for    use   in   schools. 


COURSE  IN  AMERICAN  CITIZENSHIP 

Grades  4,  5  and  6 
SUGGESTIONS  TO  TEACHERS 

The  work  in  the  primarj'  grades  has  aimed  to  lay  the  foundation  for 
good  citizenship,  first  by  developing  in  the  child  some  of  the  fundamental 
civic  virtues,  and  second,  by  arousing  his  interest  in  topics  of  civic  import- 
ance as  found  in  his  immediate  environment.  This  study  is  continued 
through  the  intermediate  grades,  but  emphasis  is  laid  on  group  activities 
within  the  child's  experience  and  to  develop  in  him  a  conception  of  the 
privilege  of  being  an  American  citizen  and  of  the  duty  he  has  as  a  citizen. 

These  lessons  in  grades  four,  five  and  six  attempt  to  draw  out  from  the 
pupil's  experience  what  he  knows  about  the  community,  the  town,  the 
city,  the  township  and  the  county  government  with  which  he  comes  in 
contact,  as  to  activities  and  officers,  and  to  organize  that  knowledge  into 
definite  information. 

During  these  years  of  the  pupil's  school  experience  he  is  eager  to  repro- 
duce and  the  teacher  will  do  well  to  encourage  dramatization  wherever  it 
fits  in  to  good  advantage.  Give  the  pupil  problems  suitable  for  his  age 
and  advancement  and  encourage  an  inquiring  nature  in  the  pupil.  Give 
the  pupil  a  chance  to  observe  and  to  tell  what  he  has  seen. 

Although  the  committee  recommends  no  particular  text  to  be  used  in 
these  grades,  we  do  suggest  that  suitable  books  ought  to  be  placed  within 
reach  of  the  pupils  and  should  be  encouraged  to  prepare  much  of  each 
lesson  from  books  as  well  as  from  experience.  Good  books  for  intermediate 
grades  are  now  rapidly  appearing,  and  the  list  of  books  prepared  by  the 
committee  and  found  in  the  back  of  the  outline,  will  be  found  among  the 
best. 

The  suggestions  for  use  in  the  first  three  grades  have  sought  to  bring 
the  child  to  see  that  he  is  one  of  a  large  group,  that  to  live  harmoniously 
with  that  group  he  must  accept  gratefully  and  gracefully  the  help  the 
group  can  give  him,  and  that  he,  in  turn,  must  give  his  help  gladly  and 
thoughtfully  to  others.  That  interdependence  he  has  seon  first  in  his  home 
and  later  in  his  school.  He  has  had  developed  in  him  a  feeling  for  his 
country  and  its  flag,  and  has  learned,  in  a  general  way,  that  he  depends 
on  his  country  and  his  country  depends  on  him.  The  personal  virtues 
which  make  good  citizens  have  also  been  developed. 

These  lessons  for  grades  four,  five  and  six  attempt  to  draw  out  from 
the  child's  experience  what  he  knows  about  the  city,  township,  and  county 
government  with  which  he  comes  in  contact,  as  to  activities  and  officers, 
and  to  organize  that  knowledge  into  definite  information,  also,  in  view  of 
that  information,  to  develop  in  him  a  conception  of  the  privilege  of  being 
an  American  citizen  and  of  the  duty  he  has  as  an  American  citizen. 

It  is  suggested  that  the  Introductory  section  and  the  section  on  Education 
be  used  in  the  fourth  grade,  the  sections  on  Health,  Recreation,  and  Beauti- 
fying the  Community  in  the  fifth  grade,  and  the  sections  on  Communication, 
Protection  of  Life  and  Property,  Poor  Relief,  Public  Money  and  Elections  in 


4S  COURSE  IN  CITIZENSHIP 

the  sixth   grade.     Each   sub-topic  was   not  written  as   one  lesson,   as  many 
will  require  several  lesson  periods  for  discussion. 

This   outline   is  only  suggestive,  not  exhaustive.     Much  helpful   material 
for  elaboration  will  be  found  in  the  books  mentioned  for  reference. 

SOCIAL   GROUPS 

Introduction.  .The  aim  in  this  topic  is  to  bring  out  the  meaning  of  be- 
longing to  a  group,  with  the  duties  and  privileges  attached,  and  to  offer 
a  general  survey  of  the  local  township,  county  and  town,  with  the  idea  of 
testing  the  pupils'  acquaintance  with  them.  The  brief  outlines  of  township, 
county,  and  city  governments  are  included  to  give  the  pupil  framework  into 
which  to  fit  the  information  of  the  later  topics. 
I.     Belonging  to  a  Group. 

a.  The  simplest  relationship  is  the  individual. 

Recall  the  story  of  Robinson  Crusoe,  pointing  out  the  differ- 
ence between  his  life  and  ours  due  to  the  fact  that  he  lived 
alone  while  we  live  with   others. 

b.  The  first  group  to  which  the  child  belongs  is  the  family.    Who 

belongs  to  the  family?  Make  a  list  of  the  different  members 
of  the  family.     Why  do  these  persons  constitute  the  family? 

c.  The  next  group  to  which  the  child  belongs  is  the  neighborhood. 

The  neighborhood  constitutes  several  families  living  near 
each  other.  Who  belongs  to  your  neighborhood?  People 
get  acquainted  with  each  other  and  have  a  friendly  feeling. 

d.  Another   group   to   which   we   belong   is   the   township.     It  is   a 

geographical  area  for  the  purpose  of  government.  It  may 
contain  several  neighborhoods.  Still  another  group  is  the 
county,  which  consists  of  several  townships,  and  yet  another 
is  the   State,   and   even   the   Nation. 

1.  Belonging  to  the  Family. 

The  different  members  of  the  family.  Place  on  the  board  an  out- 
line showing  the  family  group.  Who  are  uncles  and  aunts,  and 
cousins,  and  grandparents?  State  the  obligations  of  the  parents 
toward  the  children,  and  of  the  duties  of  the  children  toward  the 
parents.  Love  and  affection  of  the  parents  for  their  children.  How 
the  children  may  return  that  love  and  affection.  Children  helping 
the  parents  in  the  house,   in  the  store  or  shop   and  on  the  farm. 

2.  The  Neighborhood. 

a.  The  number  of  families  living  in  the  neighborhood.  The  number 

of    people.     Their   occupations   and    professions    and    business. 

b.  The  appearance  of  the  neighborhood.     How  may  it  be  improved? 

Houses,  homes,  garages,  farm  buildings,  fences,  cemeteries, 
schools,  churches,  school  and  church  yards,  streets,  roads  and 
roadsides,  sidewalks,  paths,  stores. 

Does  this  neighborhood  compare  favorably  with  others  you 
have  seen? 

c.  Modern  conveniences  for  use  in  the  home.     Stoves  and  ranges, 

furnaces,  water  systems,  lighting  lamps,  gas,  electricity,  mod- 


GRADES  IV,  V  AND  VI  49 

ern  tools  for  work  in  the  house,  in  the  store,  on  the  farm, 
in  the  factory,  or  in  business. 

d.  Connection    with    the    outside    world.      Main    roads    of    traffic. 

Kinds   of   roads,   the   telephones,   telegraph,  mail   delivery. 

e.  Activities  of  the  people — house  entertainments,  clubs,  school  en- 

tertainments, lodges,  churches,  amusement  places.     Does  this 
neighborhood  offer  social  activities  to  people  of  all  ages  or  do 
they  go  elsewhere  to  find  them? 
3.     The  Beginning  of  the  Totcnship. 

a.  Many  of  the  first  settlers  in  Iowa  came  from  the  Southern  States. 

In  the  south  they  were  accustomed  to  the  county  and  they 
had  no  townships.  They  naturally  established  the  same  kind 
of  units  of  government  in  Iowa.  Later  people  came  from  the 
east  where  they  had  townships  and  had  been  accustomed  to 
township  government.  In  the  middle  eastern  states  the  people 
had  three  divisions  of  local  government — town,  the  township 
and  the  county. 

b.  Our  first  governor,   Robert   Lucas,   came   from  Ohio   and   urged 

the  legislature  of  the  territory  to  provide  for  townships.  One 
reason  he  gave  was  that  it  would  be  easier  to  provide  for 
schools  if  the  counties  were  divided  into  townships.  He  also 
said,  "ordinary  local  business  of  the  county  could  be  carried 
on  more  conveniently  for  the  people  and  at  a  saving  of  money 
if  the  townships  were  created."  The  legislature  of  the  terri- 
tory, therefore,  in  1840,  gave  the  board  of  supervisors  the 
right  to  divide  the  county  into  townships,  but  it  was  only 
gradually  that  townships   were  introduced. 

c.  Townships  are  usually  six  miles  square  and  contain  36  sections 

of  land.  In  early  times,  however,  there  were  few  bridges,  and 
wherever  rivers  run  through  a  county  the  townships  are  ir- 
regular in  shape  and  size.  The  board  of  supervisors  gave  the 
townships  their  names.  Sometimes  they  were  named  after 
early  settlers  and  often  after  men  of  national  prominence  or 
characters  of  history.  Pocahontas  county  has  Fremont, 
Cass,  Hamilton,  Ellsworth,  Scott,  Lyon  and  Lincoln  townships. 
Officers  in  the  Township. 

a.  Three   men   known   as   a  board  of   trustees   are   chosen   by   the 

voters  to  manage  the  affairs  of  the  township.  Some  of  the 
things  they  do  are  to  act  as  election  judges  when  the  general 
elections  are  held,  to  act  as  a  board  of  health  for  the  town- 
ship, to  oversee  road  making  in  the  township,  and  to  decide 
if  the  assessor  has  taxed  the  people  fairly. 

b.  The  voters  choose  one  man,  a  township  clerk,  to  keep  a  record 

of  the  business  done  by  the  board  of  trustees.  An  assessor  is 
also  elected  to  estimate  the  value  of  property  for  taxing  and 
learns  what  property  the  person  has  and  how  much  it  is 
worth. 


50  COURSE  IN  CITIZENSHIP 

c.  Two  constables  are  elected  to  keep  order  iu  the  township  and 
enforce  the  law.  They  make  arrests  of  persons  offending  the 
law.  Two  Justices  of  the  Peace  are  elected  whose  duty  it  is 
to  act  as  judges  and  try  persons  who  have  broken  the  law, 
and  fix  the  punishment. 
Our  Township. 

a.  What  is  the  name  of  our  township  and  how  did  the  name  orig- 

inate? Draw  a  map  of  the  township,  showing  the  size  and 
shape  and  what  townships  bound  this  one.  What  villages, 
towns  or  cities  are  in  this  township,  and  what  other  neigh- 
borhoods are  there.  Do  these  neighborhoods  have  names? 
What  are  the  different  occupations  of  the  people  in  this  town- 
ship, and  what  do  most  of  the  people  work  at?  What  public 
roads  run  through  this  township?  Are  there  any  state  or 
national  highways  running  through  the  township?  Name  the 
rivers,  lakes  and  creeks  found  here.  Are  there  any  parks, 
or  picnic  grounds  or  beauty  places  near  here? 

b.  Who    are    the    present   township   officers    and    when    were    they 

elected?    (The  County  Auditor  compiles  a  County  Financial  Re- 
port showing  names  of  township  officers,  etc.) 
First  White  Men  in  Our  Neighborhoods  and  Townships. 

a.  Julien    Dubuque    was    the    first    white    man    to    make    Iowa    his 

home.  Having  heard  of  the  lead  mines  along  the  Mississippi 
river,  he  came  here  to  mine  lead  about  one  hundred  thirty 
years  ago.  He  first  heard  of  the  lead  through  the  Indians. 
The  Indians  owned  the  land  but  they  gave  him  permission  to 
open  the  mines,  and  for  many  years  he  made  friends  of  the 
Indians  and  lived  among  them.  As  there  was  no  place  in  so 
new  neighborhood  to  market  his  lead  ore,  or  buy  supplies, 
Dubuque  would  place  his  lead  ore  on  a  boat  or  raft  and 
float  down  the  river  to  St.  Louis  where  he  got  supplies  in 
exchange.  Before  very  long  other  men  interested  in  mining 
came  to  live  in  this  community.  Fur  traders  also  came  in 
these  early  years,  for  wild  animals  were  plentiful  in  Iowa. 

b.  Farmers  began  to   come   to  Iowa  a  little  less  than  a  hundred 

years  ago  from  the  Ohio  valley  and  later  from  the  eastern 
southern  states.  Some  of  them  came  by  boat;  more  came  by 
wagon  across  the  plains,  the  wife  driving  the  ox  team,  the 
children  riding  or  running  behind  the  wagon,  and  the  man 
driving  the  cattle.  Their  first  houses  were  of  logs  or  of 
sod  and  were  usually  built  along  the  banks  of  streams  or  at 
the  edge  of  woods  for  shelter.  Learn  all  you  can  about  these 
early  settlers  and  compare  them  with  our  people  now.  Also 
learn  of  early  neighborhoods  and  how  they  differ  from  our 
present  neighborhood.  Find  good  books  on  Indian  life  and 
tell  how  the  Indians  lived  when  first  found  by  the  white 
settlers  in  Iowa. 


GRADES  IV,  V  AND  VI  51 

4.    How  Counties  Were  Made  in  Iowa. 

a.  In  the  very  early  years  this  part  of  the  country  did  not  have 

enough  people  to  make  it  a  territory  or  a  state,  so  what  is 
now  Iowa  was  made  a  part  of  the  Territory  of  Michigan.  In 
1834  the  territorial  legislature  thought  there  were  enough 
people  to  warrant  dividing  the  Iowa  country  into  two  counties. 
They  were  named  Dubuque  and  Des  Moines  counties.  It  would 
seem  queer  now  if  our  state  had  but  two  counties.  As  more 
and  more  people  came  more  divisions  had  to  be  made  until 
now  we  have  ninety-nine  counties. 

b.  In  early  times  the  county  officers  were  appointed  by  the  gover- 

nor of  the  territory.  Since  he  was  appointed  by  the  President 
of  the  United  States,  his  home  was  often  not  in  Iowa,  so  he 
did  not  know  the  people  here.  Therefore  the  people  soon 
asked  Congress  to  allow  them  to  choose  their  own  officers, 
which  it  did. 

c.  The  Iowa  counties  were  named  by  the  state  legislature.     Like 

our  townships  many   of  them   are   named  for  our  presidents 
or  other  great  men.     However  we  find  a   number   of   Indian 
names,   some   named   after   men   in  Iowa,   some   named   after 
presidents. 
The  Officers  Who  Manage  County  Affairs. 

a.  When   Iowa  was  made   a  state   the  county  was  governed   by  a 

board  of  three  commissioners.  Later  the  people  thought  it 
would  be  a  good  plan  to  have  just  one  man  to  manage  all  the 
county  business.  However  he  was  poorly  paid  and  often  tried 
to  get  more  money  by  stealing  from  the  county.  People  grew 
tired  of  this  and  finally  the  state  legislature  provided  for  a 
board  of  supervisors  in  each  county. 

b.  At  present  there   are   three,   five   or   seven   supervisors,  as   the 

people  may  desire.  They  decide  what  shall  be  done  in  the 
county,  subject  to  the  laws  of  the  state  legislature.  If  a  per- 
son works  for  the  county  the  supervisors  must  pass  on  the 
bill  before  it  can  be  paid.  They  decide  what  poor  people 
shall  have  aid  and  what  kind  it  shall  be.  They  decide  whether 
township  taxes  are  equitably  levied  and  fairly  distributed. 
They  are  responsible  for  the  county  buildings — as  the  county 
court  house.  They  are  also,  in  part,  responsible  for  the  build- 
ing of  the  principal  roads  of  the  county.  In  fact  this  board 
has  much  work  to  do.  The  county  newspapers  publish  a 
statement  of  what  they  do  at  each  meeting.  The  statement 
gives  valuable  information  to  the  residents  of  the  county. 

c.  There   are   several   other  county  officers.     The   auditor   acts   as 

clerk  to  the  board  of  supervisors.  The  treasurer  receives  the 
taxes  and  pays  out  the  "money  spent  by  the  county  through 
the  board  of  supervisors.  The  recorder  keeps  a  record  of  all 
deeds  and  other  important  papers.  There  are  several  officers 
connected  with  the  courts,   a  clerk,  a  sheriff,   who  makes  ar- 


52  COURSE  IN  CITIZENSHIP 

rests  for  the  county,  a  county  attorney,  who  is  in  charge  of 
cases  against  people  accused  of  crime,  a  coroner,  who  investi- 
gates deaths  that  occur  in  a  suspicious  way,  and  the  superin- 
tendent of  schools,  who  has  charge  of  rural  schools. 
Our  County. 

a.  Explain  the  manner  of  naming  the  county.    After  whom  was  it 

named?  Tell  about  the  first  settlers  and  the  first  settlements 
made.  Read  stories  of  early  days  in  Iowa  and  tell  them  in 
class.  Tell  about  the  Indian  life  in  this  county.  What  tribes 
were  here?  Describe  the  physical  features  of  the  county — lay 
of  the  land,  rivers,  timber,  farm  land,  villages,  towns, 
cities.  Size  of  county.  Which  is  the  largest  county  in  Iowa? 
The  smallest? 

b.  How  many   townships  in  this  county?     Name   them.     Draw   a 

map  of  the  county  locating  townships,  towns  and  cities,  rivers, 
lakes,  school  buildings  in  townships,  etc.  Tell  about  the  dif- 
ferent occupations  of  the  people  of  the  county.  Occupations 
of  those  in  the  city,  and  how  do  they  differ  from  those  in 
rural  districts?  Tell  about  activities  in  agricultural,  indus- 
trial,  commercial   and  professonal  lines. 

Describe  the  Importance  of  any  county  seat.  Describe  our  county 
seat.  How  large  is  the  county  seat?  Wliat  business  in  the 
county  seat  is   of  interest  to  all  people  of  the  county? 

Name  the  different  officers  in  the  county  and  give  the  names  of 
the  present  officers. 
5.    How  Towns  Grew. 

a.  When  early  settlers  began  to  have  grain  and  stock  to  sell  they 

were  in  need  of  a  market — a  place  where  there  were  buyers 
of  grain  and  other  produce.  They  also  needed  a  place  to  buy 
supplies,  which  they  could  not  produce  on  their  farms.  So 
some  men  began  to  build  stores  and  to  sell  groceries,  dry 
goods,  boots  and  shoes  and  other  things  required.  These 
people  naturally  gathered  in  groups  and  so  a  village  or  a 
town  was  started. 

b.  As  more  and  more  people  moved  into  a  town  it  was  found  that 

there  had  to  be  certain  rules  or  laws  made  so  that  everybody 
might  be  comfortable,  healthy  and  safe.  It  was  also  found 
that  because  they  lived  close  together  they  could  do  many 
things  together  which  farmers  could  not  do  because  of  the 
distance  which  separated  them.  For  this  reason  these  groups 
of  people  have  a  special  kind  of  government  which  we  call 
city  or  municipal  government.  For  them  this  takes  the  place 
of  the  township  government. 

c.  The  people  of  the  town  elect  men  to  decide  what  shall  be  done 

in  the  town.  •  These  men  make  up  the  city  council.  The 
council  makes  rules  about  how  to  keep  our  streets  clean, 
how  we  may  have  light  and  gas,  how  fast  we  may  drive  auto- 
mobiles on  the  street,  and  many  other  matters  pertaining  to 


GRADES  IV,  V  AND  VI  53 

the  city  or  town.     The  highest  officer  in  the  town  or  city  is 
the  mayor,  who  sees  that   the   rules   made   by   the   council   of 
the  town  are  carried  out. 
Our  Town. 

a.  Tell  all  about  how  our  town  or  city  began.    Who  were  the  first 

people  to  settle  here,  and  why  did  they  establish  the  town  on 
this  particular  spot?  There  are  generally  good  reasons  for 
establishing  towns  and  cities  at  certain  places,  find  out  the 
reason  for  this  town.  Does  the  name  of  this  town  have  any 
particular  meaning? 

b.  Does  the  town  make  a  good  appearance  to  a  stranger  entering 

it  for  the  first  time?  Why  ought  the  depots  and  grounds 
around  railroad  stations  be  well  kept? 

c.  How  many  people  live  in  this  town?    AVhat  do  they  do  to  earn  a 

living?  Are  there  many  retired  from  work  or  business 
living  here?  What  are  some  of  the  advantages  in  living  in 
our  town  or  city?  What  are  some  of  the  most  important 
duties  of  citizens  towards  their  town  or  city?  Do  all  people 
recognize  their  duties  towards  the  town  as  well  as  their 
rights  in  the  town? 

d.  What  are  the   principal   organizations   of  the   people   in   town? 

Tell  about  the  schools,  the  churches,  the  commercial  club, 
business  men's  clubs.  Boy  Scouts,  Campfire  Girls,  Y.  W.  C.  A., 
Y.  M.  C.  A.,  lodges,  civic  organizations,  play  grounds,  amuse- 
ment  parks. 

e.  How  do  you  like  this  town  compared  with  other  towns  you  know 

about?  In  what  ways  would  you  have  the  town  improved? 
Make  a  list  of  the  things  you  think  the  town  ought  to  do. 
How  can  men  and  women  other  than  officers  help  to  make  the 
town  better?  How  can  boys  and  girls  help  make  the  towns 
better?  What  about  clean-up  campaigns? 
6.     Belonging  to  the  Nation  Group. 

a.  Think  back  to  the  time  when  the  first   white   people   came   to 

this  country.  They  belonged  to  England,  or  to  Holland  or 
Spain  or  Sweden.  Most  of  these  early  people  came  from 
England  and  were  known  as  Englishmen.  They  finally  be- 
came prosperous  and  wanted  to  be  free  to  govern  themselves. 
The  Revolutionary  war  was  fought  to  free  the  colonists  from 
the  government  of  England.  Then  people  were  independent 
to  govern  themselves  and  they  called  their  country  the  United 
States  and  called  themselves  Americans. 

b.  There   are   now   diflerent   ways   in   which   other   people   coming 

from  Europe  may  become  Americans  or  citizens  of  the  United 
States.  A  boy  or  girl  born  in  this  country  is  hy  birth  a  citizen 
of  the  United  States.  Suppose  a  family  moves  here  from  Den- 
mark. The  father  may  go  to  the  Judge  of  the  District  court  at 
the  county  seat  and  declare  that  he  wants  to  become  an 
American  citizen.    The  court  clerk  will  give  hlra  "first  papers." 


.4  COURSE  IN  CITIZENSHIP 

After  waiting  five  years,  in  wliich  time  tlie  man  must  show 
tliat  he  is  worthy  of  becoming  an  American  citizen,  he  goes 
again  to  the  judge.  The  judge  asks  him  questions  about  our 
government  and  its  history  and  of  his  intentions  to  support 
the  government  and  be  a  loyal,  person.  If  his  answers  are 
satisfactory  the  man  is  given  his  "final  papers"  or  "citizenship 
papers."  When  the  man  becomes  a  citizen  his  wife  and  chil- 
dren under  age  are  also  citizens,  just  because  he  is.  Only 
white  people  and  black  people  may  become  citizens  in  this 
way.  A  Chinaman  cannot  become  naturalized,  but  one  born  in 
this  country  is  a  citizen  by  birth. 

Give  good  definition  of  citizen,  alien,  naturalization.  What  are 
the  privileges  of  citizens?  Make  a  list  of  these  privileges. 
How  many  of  these  privileges  do  non-citizens  also  have?  Name 
privileges  had  by  citizens  that  are  not  had  by  aliens  who  are 
living  here.  What  are  the  chief  duties  of  all  citizens  toward 
their  government?  State  different  rights  of  all  citizens  and 
then  state  corresponding  duties.  What  do  we  mean  by  being 
loyal  citizens  of  our  country? 
7.     Other   Early    Settlements. 

a.  Give  accounts  of  the  following  men  and  tell  where  they  settled: 
Basil  Giard,  Louis  Honori,  Dr.  Muir,  Antoin  Le  Claire,  Colonel 
George  Davenport,  Lewis  and  Clark,  Pierre  Chouteau,  Joseph 
M.   Street. 

References: 

Sabin — The    Making   of    Iowa. 

Aurner — Iowa   Stories. 

Meyerholz — The   Government  of  Iowa  and  the  United   States. 

Horack — The   Government    of    Iowa. 

EDUCATION 

Introduction.     The    aim   of   this   chapter   is   to   trace   the    development  of 
schools   in   Iowa  and  to   show  how   co-operation   on   the   part   of  all  makes 
possible  our  present  school  system. 
1.    Early  Schools  in  Iowa. 

a.  A  public  school  is  one  of  the  first  things  settlers  in  a  new  country 
require.  Their  children  must  be  educated.  Even  before  Iowa 
had  a  government  of  its  own  the  people  provided  schools  for 
their  children.  They  realized  that  if  their  children  were  to 
grow  up  to  be  useful  and  successful  citizens  they  must  have  an 
education  so  that  they  could  take  an  intelligent  part  in  the 
government.  These  early  schools  were  very  simple;  several  fam- 
ilies joined  together  to  hire  one  teacher  for  all  their  children. 
These  people  did  not  have  much  money  and  could  not  pay  a 
teacher  much  salary.  They  generally  paid  the  teacher  part 
cash  and  part  in  other  things  such  as  board  and  lodging  at  the 
homes  of  the  children,  in  wood,  in  vegetables,  in  laundry  work. 
You  will  find  interest  in  reading,  "The  Making  of  Iowa,"  by 
Henry  Sabin,  in  the  stories  he  tells   about   these   early  schools. 


GRADES  IV,  V  AND  VI  55 

2.  The  Piiblic  School. 

a.  After  more  people  had  moved  in  and  families  were  closer  together 
it  became  possible  to  open  public  schools.  It  was  better  for  all 
families  to  work  together  than  for  each  family  or  small  group 
of  families  to  provide  for  their  own  children.  It  was  just  going  a 
step  farther  than  the  private  school.  Under  this  management  all 
children,  rich  or  poor,  were  provided  with  schools  and  all  tax- 
payers helped  pay  the  expenses  by  paying  the  school  tax.  Think 
of  the  advantages  of  our  public  schools  of  today  over  the  early 
private  schools  and  even  over  the  early  public  schools — better 
teachers,  better  buildings,  not  so  far  to  school,  better  books, 
saving  of  money,  and  equal  privileges  for  all  children.  The  names 
of  Henry  Sabin  and  Homer  H.  Seerley  have  been  closely  asso- 
ciated with  the  early  schools  of  Iowa. 

3.  Our  Schools. 

a.  The    people    who    compose    the    school — pupils,    teachers,    parents. 

Each  of  these  groups  is  connected  with  the  school.  Explain  how 
each  is  part  of  a  successful  school.  Explain  how  each  group  may 
help  to  make  better  schools.  What  constitutes  loyalty  to  the 
school  from  each  of  these  groups? 

b.  Our  School  Building.     How  was  the  land  acquired  on  which  our 

building  stands?  Inquire  of  your  parents  or  other  people  who 
formerly  owned  the  land  and  what  it  cost  when  the  school  author- 
ities purchased  it. 
How  was  the  money  provided  for  the  grounds  and  buildings?  By 
taxes?  When  was  the  present  building  erected?  Show  how  all 
the  people  co-operated  in  building  this  school  building  by  paying 
taxes  just  as  much  as  if  each  one  had  hauled  brick  and  lumber 
or  had  worked  by  the  day  on  the  building. 

c.  How  may  our  school  building  and  grounds  be  improved  and  beauti- 

fied? Why  ought  the  school  rooms  be  kept  perfectly  clean  and 
sanitary?  What  furnishings  are  necessary  for  the  up-to-date 
school  building?  Tell  about  the  flag  over  the  building  and  what 
it  signifies  to  the  school  and  to  the  public.  What  kind  of  meetings 
other  than  school  work  are  carried  on  in  the  school  building? 
Is  it  a  community  center  in  this  community?  Do  we  have  even- 
ing school,  or  continuation  school  here? 

d.  The  Pupil  Group. 

Discuj:«  t!ie  various  reasons  why  children  and  young  people  ought 
to  attend  school.  How  long  have  we  had  compulsory  education 
here  in  Iowa  and  what  are  the  ages  during  which  pupils  must 
attend  school?  Who  Is  the  truant  officer  for  your  school  and  why 
must  he  act  as  an  official?  Since  many  children  are  working 
together  in  one  room,  what  rules  are  necessary  that  all  may  do 
the  best  work  possible? 

e.  The  Teacher. 

Who  may  teach  school  in  the  state  of  Iowa?  What  is  the  age 
required  and  what  training  must  the  teacher  have?  Must  she 
have  a  certificate  In  order  to  teach   school?     Why  do  men  and 


56  COURSE  IN  CITIZENSHIP 

women  need  to  attend  school  longer  to  prepare  to  teach  school 
than  do  those  who  work  at  some  other  trades  or  professions? 
Where  does  the  teacher  get  her  training   for  teaching? 

f.  The  Parent  Group. 

We  cannot  have  a  school  unless  someone  in  the  community  is 
willing  to  look  after  the  business  connected  with  it.  Someone 
must  hire  teachers,  repair  buildings,  buy  coal,  provide  a  janitor, 
and  do  other  necessary  things.  The  parents  who  are  interested 
in  having  a  good  school  cannot  all  give  their  time  in  looking 
after  the  school,  so  they  choose  certain  persons  who  do  exercise 
that  authority.  What  do  we  call  those  persons  whom  the  par- 
ents choose  to  look  after  the  schools?.  This  office  of  director  is 
a  very  important  one,  yet  some  people  do  not  want  to  accept  it 
because  they  think  it  is  too  much  bother.  This  is  another  in- 
stance of  republican  government,  where  the  people  select  cer- 
tain persons  to  represent  them.  The  directors  are  not  paid  for 
their  work  and  often  the  people  criticise  them  when  school  af- 
fairs do  not  go  as  they  wish,  rather  than  help  them  and  appre- 
ciate their  work  when  they  do  well.  We  should  honor  and 
respect  these  men  and  women  who  are  willing  to  give  their 
time  to  this  work.  Parents  and  patrons  of  the  school  ought  to 
elect  only  those  men  and  women  who  will  best  care  for  educa- 
tion and  for  the  schools  as  directors  or  other  school  officers. 
Who  are  the  members  of  our  school  board,  and  how  long  do 
they  serve? 

What  is  the  standard  of  our  school?  What  kind  of  school  is  it 
according  to  classification? 

What  is  meant  by  "school  spirit?"  And  what  is  meant  by  "fair 
play"   in   school  work  and   study? 

g.  How  Our  School  is  Supported. 

1.  All    persons    living    in    school    districts    and    owning    property 

must  pay  school  taxes.  These  taxes  are  taken  together  to 
support  our  schools.  In  1920  Iowa  spent  over  $30,000,000  on 
its  schools,  or  about  fifteen  dollars  for  every  person  in  the 
state.  How  do  we  get  this  large  sum  of  money?  Is  there 
any  other  way  than  by  school  taxes?  In  some  school  dis- 
tricts more  than  half  of  the  taxes  collected  are  used  for 
schools.  The  county  treausurer  gives  to  each  school  board 
the  amount  it  is  to  use  during  the  school  year. 

2.  Find  out   how  much  the  total  school   tax  it,  for  your  county. 

This  may  be  found  on  the  back  of  a  tax  receipt.  Find  how 
much  money  was  spent  for  our  school  last  year.  How  much 
was  that  per  pupil?  What  was  the  tax  rate  last  year  for 
school  purposes? 

3.  Since   our  schools   cost  so   much   we   ought  to   make   the   best 

use  of  them.  When  we  hire  teachers  and  pay  them  several 
hundred  dollars  per  year,  pupils  ought  to  strive  to  learn  all 
they  can.     Our  schools  are  trying  to  make  good  citizens  out 


GRADES  IV,  V  AND  VI  57 

of  boys  and  girls,  and  good  citizens  do  not  waste  their  money 
but  they  work  and  get  returns  for  the  money  they  spend. 
Does  a  boy  who  plays  truant  show  good  business  sense? 
h.     Other  Schools. 

1.  Vv'hat  relationships  do  we  have  with  other  schools  of  our  kind 

in  other  neighborhoods  or  parts  of  the  town  or  city?  Do  we 
have  friendly  contests  in  scholarship  and  games  with  them? 
What  kinds  of  contests  do  we  carry  on  in  our  schools? 

2.  What  is   the  difference  between   a  graded  school   and  a   high 

school?  Who  may  attend  high  school?  On  what  condition 
may  a  boy  or  girl  enter  high  school?  How  many  of  the 
eighth  grade  boys  and  girls  of  last  year  entered  high  school 
this  year?  What  are  the  advantages  of  going  to  high  school? 
Is  there  any  relation  between  education  and  money  earning 
capacity? 

3.  Colleges  give   four  years  of  school  work  after   the  completion 

of  the  high  school.  What  is  the  purpose  of  higher  education 
such  as  is  found  in  the  college  training?  Name  the  different 
colleges  in  Iowa,  and  tell  of  those  in  your  own  county  and 
city.  How  are  colleges'  supported — are  they  all  supported  in 
the  same  way?  What  is  the  difference  between  public  schools 
and  parochial  schools?  Name  different  church  demoninations 
that  maintain  schools.  What  is  the  difference  between  a  busi- 
ness college  and  public  school  in  aim  and  purpose? 

4.  Some  children  in  our  community  may  be  blind  or  deaf.     They 

could  not  get  along  well  in  our  public  schools  where  other 
children  attend.  What  provision  does  the  state  make  for 
the  education  of  these  children?  Where  are  these  schools 
located  in  Iowa,  and  about  how  many  children  are  in  these 
schools  every  year?  Where  do  these  schools  get  their  sup- 
port? 

i.     Other  Places  Where  People  May  Learn. 

1.  School  is  not  the  only  place  where  people  may  study  or  learn. 

Many  people  have  had  the  privilege  of  attending  school 
but  a  short  time,  yet  they  are  very  intelligent  people.  Make 
a  list  of  other  ways  in  which  boys  and  girls  may  study  and 
learn  in  addition  to  schools.  Tell  of  the  value  of  libraries, 
churches,  Sunday  schools,  clubs,  educational  motion  picture 
shows,  art  galleries,  concerts,  etc.,  as  means  of  education  for 
many  people.  How  may  educational  work  be  done  in  the 
home?     Give   a   number   of  methods   of   getting   home   work. 

2.  Wliat   is    the   purpose   of   the    library   in    our    school?     Where 

does  the  money  come  from  with  which  to  buy  books?  How 
many  volumes  have  we  in  our  library?  Why  do  people 
want  libraries  in  their  towns  and  cities?  Who  controls 
these  libraries  in  (heir  towns  and  wlicrc  are  tlie  libraries 
located? 


58  COURSE  IN  CITIZENSHIP  '  M' 

3.  The   persons    working    in    the    libraries    need    special    training 

for  that  work.  They  attend  library  schools,  which  are 
often  found  in  colleges  and  universities.  What  are  the 
duties  of  the  librarian — what  does  she  do?  Who  deter- 
mines what  books  to  purchase  for  a  town  or  city  library? 
Describe  the  process  of  a  citizen  drawing  a  book  from  the 
library   and    using   it. 

4.  In  the  United  States  the  government  does  not  have  anything 

to  do  with  the  conduct  of  church  or  Sunday  schools,  because 
we  believe  every  person  should  worship  God  as  he  wishes. 
References: 

Sabin — The   Making  of   Iowa.      Chapter   22. 

Aurner — Iowa    Stories. 

Dole — The   Young   citizen.      Chapter    4. 

Hill — Lessons    for    Junior    Citizens.      Chapter    5. 

Willard — City  Government  for  Young  People.    Chapters  20,  21. 

Wade — Lessons  in  Americanism. 

HEALTH 

Introduction.  The  aim  of  this  topic  is  to  show  that  good  citizens  must 
have  healthy  bodies,  that  the  health  of  the  individual  is  guarded  by 
guarding  the  health  of  the  group,  and  that  certain  co-operative  means  must 
be  used  to  guard  the  health   of  the   group. 

1.  Advantages  of  Good  Health. 

a.  In  a  school  in  this  state  last  year  a  pupil  had  to  be  absent  every 

few  days  because  of  ill  health.  The  result  was  she  did  not 
pass  her  grade  and  so  must  spend  another  year  in  school.  She 
lost  a  whole  year's  work  because  she  did  not  possess  a  strong 
body. 

b.  As  a  child  Roosevelt  was  delicate  in  health.     He  was  anxious  to 

become  strong,  so  he  went  out  west  and  became  a  cow-boy,  liv- 
ing out  of  doors  most  of  the  time.  We  know  the  result  was  that 
Mr.  Roosevelt  became  a  very  strong  and  vigorous  man.  What 
a  difference  it  made  to  him  in  the  success  and  enjoyment  of 
life,  and  in  the  great  work  he  was  able  to  do.  Washington 
and  Lincoln,  our  greatest  heroes,  were  strong,  healthy  men. 
You   cannot   imagine   either   one  being   sick   often. 

c.  If  we  want   to   succeed   in   our  school  work,  if  we  want  to  enjoy 

life,  if  we  want  to  be  successful  in  our  life  work,  we  must  do 
all  we  can  to  make  our  bodies  strong  and  healthy.  We  can 
decide  largely  by  the  habits  we  form  whether  we  shall  have 
healthy  bodies.  Our  hygiene  lessons  will  teach  us  how  to 
acquire    and   keep    strong,   healthy   bodies. 

2.  The  Foundation   of  Personal   Health. 

a.  Correlation  with  such  facts  of  physiology  as  the  pupils  already 
know.  Observe  the  vahie  of  deep  breathing  of  pure  air;  of 
drinking  freely  of  pure  water;  of  eating  moderately  of  whole- 
some food;    of  exercising  daily  in  the  fresh  air;   of  keeping  the 


GRADES  IV,  V  AND  VI  59 

body  and  its  surroundings  clean;  of  avoiding  exposure  to  con- 
tagious diseases.  Review  from  your  hygiene  lessons  the  points 
necessary  for  good  health. 

3.  Disease. 

a.  Early  peoples  used  to  think  that  disease  was  an  evil  spirit  which 

had  to  be  overcome  by  charms  or  driven  away  by  certain  peculiar 
ceremonies.  We  have  found  by  study  and  investigation  that 
it  is  something  very  different,  but  we  can  find  a  cause  and 
thus  work  against  it  to  prevent  its  spread.  Tell  about  the 
effect  of  disease  on  the  human  body  and  some  of  the  things 
it  may  do  if  not  driven  out. 

b.  Many   different    diseases   are    contagious,   that     is,     they     may    be 

taken  by  one  person  from  another  directly  or  from  things  the 
sick  person  has  used.  How  do  the  germs  of  disease  get  into 
the  body  of  the  second  person?  The  two  doorways  into  the 
body — the  nose  and  the  mouth — must  be  guarded  very  care- 
fully. Why  do  we  warn  people  against  handling  things  that 
have  been  contaminated?  Why  is  it  dangerous  to  put  money 
or  pencils  in  the  mouth? 

4.  Keeping  the  Xeighhoi-hood  Healthy. 

a.  The  greatest  factor  in  keeping  a  neighborhood  healthy  is  cleanli- 

ness. Disease  germs  like  dirty  or  carelessly  kept  places. 
Cleanliness  in  the  home — the  refrigerator,  the  dish  cloth,  the 
garbage  pail,  the  baby's  bottle.  Cleanliness  in  public  buildings. 
Cleanliness  and  care  in  public  places  where  food  is  handled. 
Our  state  now  has  inspectors  whose  duty  it  is  to  go  about 
and  see  that  bakeries,  meat  markets,  gi'ocery  stores  and  dairies 
be  kept  clean  and  sanitary.  If  we  see  any  place  in  our  town 
that  is  not  clean  we  can  ask  a  state  inspector  to  come  and  ex- 
amine  the  place. 

b.  Ventilation   in  homes  or   public  buildings.     This  is   important  be- 

cause some  disease  germs  are  carried  in  the  air  and  they  like 
close,  hot  atmosphere.  Warm,  close  rooms  cause  the  people  in 
them  to  be  more  ready  to  receive  germs.  If  there  is  plenty  of 
fresh   air   the   blood    will    flow   naturally   and    fight   off   disease. 

c.  Water  and  milk  supplies.     In  1920  a  small  town  had  forty  cases 

of  typhoid  fever  at  one  time.  It  was  found  that  the  town's 
drinking  water  contained  typhoid  germs.  Such  terrible  condi- 
tions can  now  be  avoided  at  much  less  expense  than  the  money 
cost  of  one  such  epidemic.  A  town  must  first  have  a  source 
of  pure  water.  What  are  sources  of  such  pure  water  supplies? 
Then  care  must  be  taken  in  handling  the  water  through  the 
water  system.  No  other  water  must  be  allowed  to  seep  in. 
Most  towns  ought  and  do  have  the  water  examined  often  by 
the  state  bacteriologist  at  Iowa  City  to  see  if  there  are  disease 
germs  in  it.  Private  wells  must  be  placed  suitably  and  examined 
that  no  surface  water  enters  them. 


60  COURSE  IN  CITIZENSHIP 

d.  Milk  is  a  good  carrier  of  disease.  A  few  years  ago  in  Denver 
about  thirty  children  developed  scarlet  fever  at  one  time.  It 
was  discovered  that  all  thirty  of  them  were  drinking  milk 
taken  from  a  certain  dairy.  Investigation  was  made  and  it 
was  found  that  the  man  employed  to  handle  the  milk  at  the 
dairy  had  been  sick  with  the  fever.  His  carelessness  in  working 
while  he  was  ill,  or  before  he  was  entirely  recovered,  cost  the 
lives  of  several  children.  Some  cities  have  inspection  of  dairies 
in  addition  to  state  inspection.  Only  healthy'people  must  handle 
milk  and  all  utensils  must  be  clean  and  sterilized.  What  do 
we  mean  by  sterilize?  How  may  you  sterilize  a  bottle  or  pail 
at  home? 

5.  Preventing  the  Spread  of  Disease. 

a.  If  disease  germs   often  pass  from  one   person  to   another  what   is 

the  only  safe  thing  to  do  in  case  some  one  is  sick?  Health 
officers  have  recognized  this  and  so  require  people  to  stay 
away  from  such  diseases  that  are  easily  spread.  We  shall  speak 
of  quarantine  later.  There  are  some  diseases  for  which  they 
post  warning  signs  on  the  houses.  How  does  a  warning  sign 
appear?  For  what  diseases  are  warnings  posted?  We  all 
have  the  chance  to  show  that  we  are  truly  good  citizens  by 
never  breaking  over  a  warning  sign,  by  never  breaking  the 
rule  that  is  best  for  all,  even  if  it  should  cause  us  some  little 
inconvenience. 

b.  As  yet  colds  are  not  quarantined  or  warned  against,  but  we  know 

they  are  infectious  or  catching,  and  we  realize  more  now  how 
serious  they  may  become.  People  with  bad  colds  should  stay 
away  from  school  and  from  public  places  until  they  are  re- 
covered. 

c.  Another  method  of  preventing  the  spread  of  disease  is  by  making 

well  people  immune  to  disease.  What  is  the  meaning  of  immune? 
This  is  done  by  vaccination  or  by  inoculation.  For  what  diseases 
can  you  be  vaccinated  or  inoculated?  Many  cities  require  that 
children  be  vaccinated  for  smallpox  before  they  may  enter 
school.  Why  is  this?  Do  you  think  we  onght  to  have  com- 
pulsory medical  and  dental  inspection  of  all  school  children  at 
least  once  each  year? 

6.  Quarantine. 

a.  What    diseases    are    quarantined?      Who    determines    what    cases 

must  be  quarantined?  Who  places  the  sign  on  the  house? 
What  is  said  on  the  sign?  What  must  be  done  after  the 
recovery  of  the  patient?  Who  is  responsible  for  seeing  that 
it    is   done? 

b.  It    is    the   duty    of   the    township   health    officer  to    attend    to    the 

wants  of  the  family  in  quarantine.  Who  is  the  health  officer 
of  your  community?  Has  he  had  any  work  of  this  kind  to  do 
since  he  has  been  in  office?  How  is  the  health  officer  in  a 
city  chosen?     What  is  his  work  In  the  community? 


GRADES  IV,  V  AND  VI  61 

School  Ntirses. 

a.  People  have  lately  realized  that  the  best  place  to  help  individuals 

cultivate  good  health  and  in  which  to  prevent  the  spread  of 
disease  is  in  school.  Children  are  more  succeptible  to  disease 
than  are  people  older,  and  the  school  causes  children  to  he 
brought  close  together  and  to  remain  indoors  much  of  the 
time.     Therefore   they  ought  to   be   closely   guarded. 

b.  The  State  has  enacted  a  law  providing  that  a  school  board  may 

employ  a  school  nurse  to  be  paid  at  public  expense.  Many  of  our 
larger  towns  and  cities  now  have  school  nurses.  Several  rural 
communities  now  have  school  nurses. 

c.  Intelligent  people  have  come  to  know  that  it  costs  less  to  protect 

children    against   the    contracting    of    disease   than    to    care    for 
them   after  they   contract   disease. 
Hospitals. 

a.  Until  recently  a  person  who  became  sick  had  to  be  cared  for  in 

his  own  home  no  matter  how  ill  he  might  be,  and  neighbors  had 
to  help  the  family  in  nursing  him.  He  could  not  even  have 
physicians  see  him  often  as  they  were  few  and  often  lived 
miles  away.  As  the  country  becomes  more  thickly  settled  more 
doctors  are  to  be  had,  and  now  in  addition  to  physicians  we  have 
trained  nurses.  As  towns  grew  larger  people  wanted  a  special 
place  where  patients  could  be  cared  for  by  trained  nurses,  so 
hospitals  were  opened.  As  yet  most  hospitals  are  owned  by 
churches  or  by  private  Individuals,  but  they  are  coming  to  be 
more  provided   by  towns  and  cities  at  public  expense. 

b.  The   county  may  have  a   hospital  for   people   who   are   unable  to 

pay  their  expenses.  The  board  of  trustees  are  authorized  by  the 
state  legislature  to  erect  and  equip  a  special  tuberculosis  hospi- 
tal. Here  the  poor  receive  free  care  and  treatment  but  those 
able  must  pay  their  expenses  of  treatment.  Where  Is  our  county 
hospital?     Where  is  the  state  hospital  for  tuberculosis  patients? 

Health  Conditions  in  Our  Neighborhood. 

a.  Do  we  have  good  sanitary  conditions  in  our  homes  and  about 
our  schools?  Do  we  ventilate  our  homes  and  public  buildings 
as  they  should  be?  Do  we  enforce  the  law  concerning  spitting 
on  walks  and  platforms?  Are  our  roads  and  streets  kept  clean? 
Are  we  careful  about  coughing  and  sneezing  when  near  people? 
Have  we  quickly  stopped  recent  epidemics?  Are  we  careful 
and  cheerful  in  observing  warning  and  quarantine  signs?  How 
can  we  work  together  to  lower  the  number  of  absences  for 
sickness  in  our  schools? 

Reference. 

Our    State    Board    of    Health    publishes    bulletins    on    tiiis    subject 

which  are  very  helpful.     They  may  be  had  for  the  aaking. 
Hill— Lessons  for  Junior  Citizens.     Chapter  2. 
Smith — Our  Neighborhood.     Chapters  3,  4,  5. 
Bailey — What   to   do   for   Uncle   Sam.     Chapter  5. 


62  COURSE  IN  CITIZENSHIP 

Modern  Health  Crusade.    Put  out  by  Iowa  Tuberculosis  Association 
at   Des  Moines. 

RECREATION 

IntrodncHon.  The  aim  of  this  topic  is  to  point  out  the  relation  between 
recreation  and  the  well  being  of  both  the  individual  and  the  community. 
Attention  is  called  to  the  benefits  of  co-operation  or  group  recreation,  and 
to  the  necessity  of  having  public  recreation,  such  as  parks,  playgrounds, 
etc.     Show  the  difference  between  recreation  and   health. 

1.  The  Divisio7i  of  Our  Time. 

a.  There    are    twenty-four    hours    in   the    day.      People    use    them    in 

different  ways.  How  do  you  think  is  the  best  way  to  divide 
them  for  use?  There  are  seven  days  in  the  week.  Is  it  best 
to  spend  all  of  them  in  the  same  way?  "With  the  same  kind 
of  work  each  day?  Why  do  we  need  a  change  in  work,  or 
even   in  play? 

b.  Define  the  term  "recreation"  and  explain  how  it  means  to  re-create. 
For  any   act   to   be   genuine   recreation   it   must   furnish  rest   and 

renewing  for  both  body  and  mind.  What  are  the  kinds  of 
recreation  that  do  this?  What  part  of  the  working  day  ought 
to  be  spent  in  this  kind  of  recreation? 

c.  Group    recreation    is    a    valuable    kind    of    recreation    because    it 

furnishes  the  necessary  change  for  large  numbers  at  once,  and 
because  the  same  value  cannot  be  gained  without  the  stimulus 
of  group  associations. 

2.  What  Our  School  Believes  Ahout  Recreation. 

a.  Recreation  is  not  only  a  means  of  renewing  energy  but  it  is,  if 

well  planned,  a  useful  means  of  discipline.  The  child  who  is 
given  opportunity  to  exercise  will  spend  the  pent-up  energy 
that  way  and  will  feel  more  like  settling  down  to  study. 

b.  The  effect  of  long  periods  of  continuous  effort  is  to  fatigue  both 

mind  and  body,  and  it  results  in  nervous  irritation  that  is  de- 
structive of  power  to  give  attention. 

c.  What    recreation    does    our    school    provide?     What    effect    would 

it  have  on  our  work  to  have  work  from  nine  until  twelve,  and 
from  one  until  four  without  recess?  What  kind  of  games  ought 
to  be  taught  to  children  in  the  grades?  What  kind  of  games 
do  they  like  best? 

d.  What  materials  or  apparatus  does  the   school   provide   for  recrea- 

tion? Does  the  school  have  a  well-equipped  playground?  Wliat 
constitutes  good  equipment? 

3.  Different  Kinds  of  Recreation  for  Country  and  City  Children. 

a.  Recreation  ought  always  to  be  of  such  kind  as  is  most  needed  by 

the  child.  If  the  children  of  the  town  differ  in  habits  of 
life  from  those  of  the  country,  then  recreation  ought  to  meet 
such  differences. 

b.  Country  children  often  need  recreation  as  much  or  more  than  city 

children  because  there  may  be  less  in  their  community  to 
entertain  and  less  of  a  variety  to  develop  the  necessary  elements 


GRADES  IV,  V  AND  VI  63 

in  real  recreation.  Physical  exertion  is  not  necessarily  recrea- 
tion. 

c.  Make  a  list  of  the  games  played  by  children  in  the  city.  Then  make 

a  list  of  games  played  by  children  in  the  rural  districts.  In 
how  far  are  the  games  the  same?  Which  seem  to  have  the 
more    different  games?     Do   most   children   know   many   games? 

d.  The  congested  conditions  in  cities  necessitate  special  playgrounds 

for  children.  Describe  the  playground  near  your  home.  De- 
scribe any  beautiful  park  you  have  seen  in  your  city  or  in 
the  country. 

e.  What  do  you  mean  by  supervised  play?     What  are  its  advantages? 

Do  we  need  to  learn  how  to  play? 
Organized    Recreation. 

a.  What    public   parks,    playgrounds,    or    bathing    beaches   are    there 

in  your  township?  What  picnic  grounds?  What  of  these  means 
of  recreation  does  your  city  provide?  Does  this  city  provide 
for  a  playground  director?  For  how  long  in  the  summer  are 
the  playgrounds  open  under  director's  control? 

b.  Who   arranges   for   and   has   control   of  parks?     In   the   city?     In 

the  country? 

c.  How  are  public  parks  supported?     In  the  city?     In  the  country? 

Do  you  think  money  is  wisely  spent  when  used  for  parks  and 
playgrounds? 

d.  Show  how  by  co-operation  in  this  matter  we  can  all  enjoy  better 

facilities  for  recreation  than  if  each  family  tried  to  provide 
such  alone. 

e.  Our   state  is   just   now   beginning  to   plan   for   state  parks   where 

people  may  have  camping  spots  and  enjoy  scenery,  fishing,  etc. 

Neighhoj-fiood  Recreations. 

a.  What  recreations  do  the  families  of  our  neighborhood  enjoy? 
Do  we  provide  for  older  people  as  well  as  for  the  children? 
What  additional  recreation  could  we  have?  How  could  we  go 
about  it  to  arrange  for  them?  What  do  you  think  about  Satur- 
day afternoon  holidays  for  the  whole  family? 
Are  winter  recreations  thought  of  as  well  as  summer  ones?  Where 
does  your  family  spend  the  yearly  vacation?  Prepare  a  ten- 
minute  talk  on  Vacation  Possibilities  in  Iowa.  Prepare  another 
ten-minute  talk  on  the  playgrounds  of  America.  National  Parks 
— State    Parks — Great    Battlefields. 

References: 

Smith— Our  Neighborhood.     Chapters  8,  9. 
Bailey— What  To  Do  for  Uncle  Sam.     Chapter  18. 
Hill — Lessons  for  Junior  Citizens.     Chapter  7. 
Willard — City  Government  for  Young  People.     Chapter  22. 
Iowa  Parks — Report  of  the  State  Board  of  Conservation.     Bulletins 
may-  bo   had   free   of   charge   from   the   National   Department   of 
Interior. 


64  COURSE  IN  CITIZENSHIP 

Iowa's    Children   and    Communities   at   Play.     The    Department   of 

Public  Instruction,  Des  Moines. 
Wade — Lessons  in  Americanism. 

BEAUTIFYING  THE   COMMUNITY 

Introductian.  The  aim  in  this  topic  is  to  cultivate  an  appreciation  of 
beautiful  surroundings  as  an  aid  to  good  citizenship  and  to  show  how  all 
can  work  together  to  make  and  keep  our  community  beautiful. 

1.  Ou7-  Homes. 

a.  Describe   the  appearance  of   an   ideal   farm  home.     What  type   of 

building  would  you  think  looks  best  for  a  home  on  the  broad 
space  of  a  farm?  Do  you  like  to  see  a  farm  barn  painted  red 
with  the  house  of  a  different  color,  or  do  you  like  to  see  the 
barn  painted  the  same  color  of  the  house  and  harmonize  with  it? 

b.  Farm   homes   are    as   necessary   for    good    citizenship    as   are   city 

homes,  why  not  have  them  just  as  beautiful?  A  good  farm 
home  ought  to  be  large  and  spacious.  It  ought  to  have  com- 
fortable porches  with  hammocks  and  easy  chairs.  It  ought 
to  be  supplied  with  sleeping  porches  and  with  screens  on  the 
porches  and  doors  and  windows.  It  ought  to  have  good  music 
and  beautiful  pictures.  It  ought  to  be  a  place  where  young 
people  are  happy  and  like  to  live. 

c.  Every    farm   home    ought    to    have    a   well-kept    yard   where    trees 

furnish    shade    and    where   flower    beds    are    well    kept    and    the 

lawn  well  sodded. 
What  kind  of  trees  are  best  suited  for  shade? 
What  shrubs  are  best  adapted  for  this  climate? 

d.  Different  types  of  city  homes.     Fire  proof  buildings.     Why?     How 

can   apartment  houses  be  made  beautiful? 
When  we  build  a  house  in  the  city  we  must  consider  other  people 

and  build  a  house  suited  to  the  community  and  one  that  looks 

well  among  neighbor  houses. 
The   possibility   of   a  city   lot   back   yard.      Shrubbery   and  vines, 

for  borders  and  shades  on  porches.     Kinds  of  shade  trees  best 

suited  for  city  property. 
Flower    gardens,   vegetable    gardens,    paths,    birds,    bird    bath,   sun 

dial,  garden  seat. 

2.  Our  Scfiool   Grounds   and   Othei'  Public  Places. 

a.  Our  pride  in  public  grounds  ought  to  be  the  same  as  in  our  own, 

as  they  belong  to  all  of  us.    Here  again  we  co-operate  by  having 
some  one  take  care  of  the  grounds  for  us. 
School  buildings  ought  always  to  look  neat  and  attractive.     Paint 
does  much  to  keep  buildings  looking  well. 

b.  No   one  ought  ever  to  mark   or  mar  a  public  building;  with  pencil 

marks  or  cut  with  jack-knives.  Do  we  do  that  way  with  our 
property  at  home? 

c.  Architects  are  persons  who  have  studied  building  and  construction 

work,    and   know   about   how   to   plan   and   shape   buildings   and 


GRADES    IV,   V,   VI  65 

grounds    so    as    to    make    buildings    loolc    beautiful    as    well    as 

useful. 
Landscape  gardeners  are  persons  trained  in  beautifying  yards  and 

lawns.     They  draw  plans  for  beautifying  parks  and  playgrounds 

as  well  as  beautiful  yards  and  homes. 
What  can  different  community  clubs  and  societies  do  to  beautify 

the  public  grounds  and  buildings  of  a  town  or  city? 
The  State  law  requires  12  trees  to  be  on  each  school  ground. 
A    City  Beautiful. 

a.  What  is  meant   by   a   city   beautiful?     Have   you   ever  seen  cities 

that  were  particularly  noted  for  their  beauty?  Have  you  ever 
seen  Washington,  D.   C?     What  makes  it  a  beautiful  city? 

b.  The   elements   of  a   beautiful   city   are    often   broad,   well    shaded 

streets,   decorative  lighting  systems,   large   parks,   well   laid   out 
and    ornamented    with    statuary    and    trees   and    flowers,   bridges 
of  architectural  beauty,  buildings  that  harmonize  in  height  and 
architectural  design. 
Describe  the  fundamental  elements  of  a  beautiful  city. 

c.  If  a  river  runs  through  a  city  it  ought  to  be  parked  on  both  banks 

and  made  a  place  of  landscape  beauty.     Many  cities  have  made 
their  river  fronts  municipal  community  centers,  and  have  located 
their  public  buildings  around  about. 
Uoly  Spots   i7i  Our  Xcigliboi-hood. 

a.  Rickety  fences   and    tumbledown   buildings   cause   a   farm   to   lose 

much  of  its  real  money  value.  If  farm  land  is  allowed 
to  grow  in  weeds  the  owner  will  have  a  hard  time  to  rent  it  or 
sell   it. 

b.  Swamp  lands  ought  to  be  drained  and  cultivated  or  grassed  down. 

Public  roads  ought  to  be  mowed  and  cleaned  at  least  once  each 
year  lest  they  become  unsightly  with  weeds  and  undergrowth. 
Meandering  creeks  ought  to  be  straightened. 

c.  In  cities  it  is  almost  painful  to  see  numbers  of  old  shacks  of  build- 

ings, ash  piles,  billboards  obstructing  the  view,  and  dump  heaps. 
Whose  business   in  the  city  is   it  to   see  that  such   conditions  are 
removed?    Prepare  a  ten  minute  talk  on  the  duties  of  the  Street 
commissioner. 

d.  Means  of  making  ugly  spots  beautiful.     How  may  many  places  in 

our  town   or  city  be  made  more   sightly   and   attractive? 
How  are  travelers  impressed  with  the  city  if  the  railway  station 
and    its  surroundings  are   attractive   and   beautiful? 

Naturcil  Beauty  in  Our  County. 

a.  Many  parts  of  Iowa  are  noted  for  their  natural  beauty.  The  bluffs 
along  the  west  bank  of  the  Mississippi  river  in  northeastern 
Iowa  rival  the  scenery  of  the  mountains  and  of  historic  places 
of  national  interest.  The  rivers  of  Iowa  are  noted  for 
their  beauty  and  will  later  in  our  development  be  parked  in 
many  places. 


66  COURSE  IN  CITIZENSHIP 

b.  "What  natural  scenery  is  there  in  our  county?    Are  there  any  parks 

or  places  of  unusual  natural  interest?  Are  the  lakes  of  our 
county  noted  as  summer  resorts  and  do  people  spend  a  part  of 
their  vacations  in  these  places? 

c.  Make  a  collection  of  wild  flowers  gathered  during  the  season.    List 

the  different  varieties  and  learn  how  many  there  are  growing 
in  our  county.  Discuss  the  possibility  of  each  county  making 
a  wild  flower  garden  in  which  to  preserve  the  wild  flowers  that 
are   now   so  rapidly  vanishing. 

d.  How  many  varieties  of  water  lilies  grow  in  Iowa?     Do  we  have 

any  in  this  county?  They  are  rapidly  disappearing  because  of 
the  harm  done  to  them  by  stock  wading  in  the  ponds  and  de- 
stroying the  roots.  What  of  our  native  trees  and  shrubs?  What 
tends  to  destroy  them?  Early  settlers  used  td  tell  us  that  the 
plains  of  Iowa  were  fairly  covered  with  beautiful  flowers  and 
large  trees.  What  has  caused  the  large  trees  to  disappear?  What 
are  the  advantages  of  keeping  the  timber  lands?  Does  our  county 
ever  plan  on  replanting  forest  regions?  Do  you  know  of  any 
state  in  which  forests  are  now  being  planted? 

e.  Some  of  Iowa's  leading  naturalists  have  advised  a  park  in  every 

county.  Does  this  county  have  any  place  fine  enough  to  make  a 
park  of  interest  and  beauty? 

f.  Do   beautiful   surroundings   make    it  easier   for  people   to   be   good 

citizens?     Why  is  that  true? 
References: 

Willard — City  Government  for  Young  People.     Chapter  30'. 
Hill — Lessons  for  Junior  Citizens.     Chapter  12. 
Smith — Our  Neighbors.     Chapter  13. 

Baily— What  to  do  for  Uncle  Sam.     Chapters  6,  16,  17,  18. 
Report  of  the  State  Board  of  Conservation. 
Wade — Lessons  in  Americanism. 

COMMUNICATION    AND    TRANSPORTATION 

Introduction.     The  aim  of  this  topic  is  to  discuss  the  means  of  communi- 
cation and  transportation  and  to  call  attention  to  the  relation  between  ease 
in  communication  and  well  being  of  communities. 
1.     Importance  of  Good  Roads. 

a.  A  few  years  ago  there  appeared  in  a  newspaper  a  cartoon  which 
showed  a  farmer  and  his  family  driving  along  the  road.  They 
were  suddenly  stopped  by  a  giant  which  was  labeled  "Bad  Roads." 
Beyond  the  giant  was  a  school  house,  a  church,  an  elevator  and 
a  neighbor's  home.  In  other  words,  bad  roads  kept  the  farmer 
from  his  market,  the  children  from  school,  the  family  from  church 
and  from  visiting  their  neighbor.  Van  Dyke  says  a  country  with 
a  fine  system  of  roads  is  like  a  man  with  a  good  circulation  of 
of  the  blood;  the  labor  of  life  becomes  easier,  effort  is  reduced 
and  pleasure  is  increased.  A  good,  well  kept,  well  graded  road, 
also  adds   a  good   deal   to   the   appearance   of  a  community. 


GRADES   IV,   V,  VI  67 

b.  How  much  would  a  farmer  lose  if  he  had  a  thousand  bushels  of 
corn  and  the  price  went  down  ten  cents  per  bushel  while  he 
was  waiting  for  the  roads  to  dry  before  marketing?  Would  it 
not  pay  the  farmer  to  contribute  a  little  more  tax  for  good  roads 
and  be  able  to  use  the  roads  at  all  times  of  the  year? 

Early  Roads  in  Iowa. 

a.  The  Indians  were  the  first  people  in  Iowa  and  therefore  made  the 

first  roads.  These  roads  were  called  trails  because  they  were 
made  by  one  pony  following  another.  That  w^as  the  natural  way 
to  make  a  path  through  the  timber  and  tall  prairie  grass  where 
even  a  narrow  path  required  much  effort  to  make.  These  led 
from  one  hunting  or  fishing  ground  to  another,  to  springs,  to  a 
general  meeting  place,  or  to  a  trading  post.  As  the  Indians 
wanted  to  take  the  shortest  way  and  avoid  swamps  these  trails 
were  often  winding  or  diagonal  and  usually  followed  high  ground. 
The  white  settlers  made  use  of  these  trails  for  their  early  roads. 

b.  As  land  was  marked  out  for  farms  in  square  sections  new  roads  were 

established  on  the  checkerboard  plan.  As  that  went  on  some 
of  the  early  roads  were  straightened  and  others  were  abandoned. 
What  is  the  advantage  of  diagonal  roads?  Do  you  know  any 
of  these  early  roads?  Do  you  know  w^hy  they  were  originally 
made,  where  they  were,  or  where  they  led? 
The  Location  of  Roads. 

a.  The  legislature  of  Iowa  has  given  the  County  Board  of  Supervisors 

the  authority  of  locating  roads  in  this  state.  If  the  people  of  a 
certain  community  decide  they  want  a  new  road,  they  petition  the 
supervisors  to  locate  such  road. 

b.  What  is  the  width  of  the  ordinary  road?    How  wide  are  the  roads 

of  your  community?  Are  they  wide  enough?  What  are  the 
objections  to  a  road  that  is  too  wide? 

c.  Draw  a  map  of  your  community  showing  all  the  roads. 
The  Classification   of  Roads. 

a.  County  Roads.     According  to  the  law^  of  1915,  these  roads  are  the 

main  traveled  roads  selected  for  improvement  by  the  board  of 
supervisors  with  the  approval  of  the  State  Highway  Commission. 

b.  Township  Roads.    They  include  all  roads  not  included  in  the  county 

road   system. 

c.  Primary  Roads.     According  to  the  law  of  1919,  the  primary  road 

system  includes  the  main  market  roads  connecting  all  county 
seats,  also  connecting  cities  and  towns  of  1,000  people  or  more. 

d.  Secondary  Roads.     These  roads   include  all   county  and  township 

roads  not  included  in  the  primary  system. 
ROfid   Materials. 

a.  Kinds  of  material.     Gravel,  black  dirt,  cement,  crushed  stone,  brick 

paving,  asphalt  paving,  and  wood  blocks. 

b.  The  first  thing  necessary  to  good  roads  is  a  dry  road  bed.     Th:  > 

can  only  be  secured  when  the  road  is  carefully  graded  anJ 
drained. 


68  COURSE  IN  CITIZENSHIP 

c.  Compare  the  different  materials  for  road  making  and  tell  which 
is  considered  best.  What  kind  of  road  material  is  most  used  in 
this  community?  What  is  the  relative  lasting  merits  of  the 
various  kinds?  What  are  the  comparative  costs  of  materials 
and  laying  of  them 
Are  the  natural  conditions  in  this  community  good  for  making 
good  roads? 

6.  The    Cost   of  Roads. 

a.  It   is  estimated    that.  Iowa  will    spend   over   $10,000,000    on   public 

roads  this  year  of  1920.  That  means  almost  four  dollars  for 
each   person   living  in  the   state. 

b.  The  greater  part  of  this  money  for  road  making  comes  from  the 

taxes  paid  directly  by  those  who  have  property  and  indirectly 
by  those  who  do  not  have  property.  All  able  bodied  men  be- 
tween twenty-one  and  forty-five  years  of  age  pay  a  poll-tax. 
How  much   is  this   tax  as   required  in  Iowa? 

c.  The  road  tax  on  property  must  be  paid  in  cash ;   the  poll  tax  may 

be  paid  in  cash  or  in  labor.  Why  is  this  provision  in  the  law? 
The  tax  on  automobiles  is  paid  in  cash  and  is  used  on  the  roads. 
It  is  divided  among  the  counties  according  to  the  number  of 
their  civil  townships. 

d.  The    Government    at    Washington    also    helps    the    counties    when 

they  do  permanent  work  on  their  roads.  Under  the  law  of  1919 
if  a  county  wishes  to  pave  its  roads  the  farmer  who  has  farms 
lying  along  the  roadside  or  within  a  mile  of  the  paved  road  must 
pay  a  fourth  of  its  cost.  Do  you  think  this  is  a  fair  apportion- 
ment of  the  cost?    Of  what  benefit  is  a  paved  road  to  a  farm? 

7.  Our  Toivnship  Roads. 

a.  Who  has  charge  of  our  township  roads? 

Who  may  drag  roads?    How  much  is  he  paid? 
What  help  does  the  County  Engineer  give? 
Wliat  road  machinery  does  our  township  own? 
What  work  was  done  on  our  roads  last  year,  such  as  dragging, 
grading,  draining,  surfacing,  paving,  "Dridge  building? 

b.  What  did  our  road  work  cost  last  year?    How  was  the  money  pro- 

cured?    Who  had   charge    of   the   expenditure    of   the    money? 

c.  How  do  the  roads   of  our  community  look  to   a  stranger   driving 

over  them?  Do  you  think  all  signs  other  than  official  directions 
to  traffic  ought  to  be  excluded  from  the  highways? 

d.  How  can  all  of  us  help  to  have  good  roads  in  this  community? 

e.  What  are  th.e  rules  of  the  ros,ds  to  be  observed  by  all  who  travel 

on  them?    Why  do  we  have  rules  and  regulations  governing  use 
of  the  roads?    What  are  the  speed  limits  for  driving  on  the  roads 
of  Iowa — in  the  towns  and  cities,  in  the  country? 

8.  Our  County  Roads. 

a.  Make  a  map  of  the  county  showing  all  the  principal  county  roads. 

Locate  places  of  interest — as  towns,  cities,  and  schools,  etc. 

b.  How  much  money  did  our  county  expend  last  year  for  road  mak- 

ing?    Where  does  this  money  come  from?     Enumerate  sources. 


GRADES   IV,   V,  VI  69 

c.  What  different  roads  are  marked  through  this  county?     Name  them 

and  tell  their  direction.  From  what  large  cities  do  they  come 
and   where  do  they  go?     Example — St.   Louis   to  St.  Paul. 

d.  What  kind  of  markers  are  used  for  roads?    Who  places  the  mark- 

ers? Do  these  markers  assist  materially  in  travel?  Do  you 
like  to  see  great  sign  boards  by  the  roadside?     Why? 

e.  Who  are  in  charge  of  county  roads — what  officers?     How  are  they 

chosen?     For   how   long   do   they   serve? 
Primary  Roads. 

a.  Draw  a  map  of  the  county  and  adjoining  boundary  counties,  and 

trace  all  primary  roads  in  this  county.  Indicate  places  of  in- 
terest along  each  road. 

b.  How   is   the   question   of   primary   roads    decided?     Who    does    the 

selecting?     What   different   authorities  are   concerned?  ~^^ 

c.  Who  has  authority  to  decide  upon  the  kind  of  paving  used,  the 

price  paid  and  amount  to  be  paved?  What  kind  of  material  is 
most   used    in   this    community? 

d.  The  paving  done  on  primary  roads  is  paid  for  by  the  money  re- 

ceived from  the  National  government,  the  county's  share  of  the 
automobile  tax  and  a  special  assessment  on  the  land  adjoining 
or  near  the  road  to  be  paved. 
Our  City  Streets. 

a.  Name  the  principal  streets  of  our  city  and  tell  after  whom  they 

were  named.     What   is   the   difference  between   a  boulevard,   an 

avenue,  a  drive,  a  path,   and  an  alley? 
In  which  direction  do  streets  run?     Boulevards  and  avenues? 
Why  do  cities  both  name  and  number  streets? 
Draw  a  map  of  our  city  and  mark  the  various  streets,  avenues,  etc. 

b.  Why  do  we  have  streets — for  what  are  they  used?    Enumerate  the 

various  uses  made  of  streets.  Why  are  some  streets  wide  and 
others  narrow? 

c.  Name  noted  streets  in  large  cities,  such  as  Wall  Street,  Fifth  Ave- 

nue, Drexel  Avenue,  Michigan  Boulevard,  Massachusetts  Avenue, 
Boylston  Street,  Piccadilly,  Bois  de  Bologne,  Unter  den  Linden, 
etc.     Why  are  these  streets  world  famous? 

d.  How  are  streets  laid  out?     Should  all  streets  run  at  right  angles 

to  each  other,  or  should  some  run  diagonally?  Why  have  both? 
Do  you  know  how  the  street*  of  Washington,  D.  C.  are  laid  out? 

e.  Describe  the  different  methods  of  indicating,  streets.     Do  strangers 

in  a  city  appreciate  having  the  streets  and  avenues  marked? 
Ought  all  stores  and  business  houses  be  numbered?  What  is 
the  advantage? 

f.  Which  streets  are  paved   in  our  city  and  what  different  kinds  of 

material?  Which  material  seems  to  be  most  satisfactory?  Does 
the  paving  aid  in  keeping  streets  clean? 

g.  It   is   very   necessary   that  streets    and   alleys   be  kept   clean   and 

free  from  obstructions.  Dirt  and  filth  bring  on  disease  and 
obstructions  cause  accidents.     Are  our  streets  kept  clean?    Who 


70  COURSE  IN  CITIZENSHIP 

has  charge  of  the  street  cleaning?  How  is  he  chosen?  What  dif- 
ferent methods  of  street  cleaning  are  used  here?  What  machin- 
ery has  the  city  for  cleaning  streets?  Are  paved  streets  easy 
to  clean?     Why   sprinkle   streets? 

h.  Do  you  like  to  see  beautiful  parking  between  the  curb  and  the 
sidewalk?  Why  do  we  have  this  park  space?  How  ought  it 
be  kept?  Who  owns  this  land?  Where  does  the  property  owners' 
land  begin? 

i.  Give  a  ten  minute  talk  on  the  value  of  good  sidewalks  in  a  town 
or  city.  How  Mide  are  the  walks?  Of  what  material  are  they 
made?  Wlio  pays  for  walks?  Who  does  the  work?  Why  allow 
storekeepers  to  place  goods  on  sidewalks  for  show  purposes? 
Who  cleans  sidewalks  of  snow  and  ice  in  winter?  What  is  the 
law  about  cleaning  walks  in  this  city? 

j.  How  can  you  and  I  help  to  have  good  streets  and  sidewalks,  and 
how  may  we  help  to  keep  them  clean? 

11.  Railroads. 

a.  Give  names   of  the  railway   systems  running  through   Iowa.     Tell 

about   the   invention   and   early   use   of  locomotives.     When  was 
the  first  railroad  built  in  the  United  States?    When  was  the  first 
railroad  line  built  in  Iowa,  and  where? 
Name  the  railroad  lines  through  this  county.     To  what  large  cities 
do  they  extend? 

b.  Give   a  ten   minute   talk   on   the   various   uses   made    of   railroads. 

Of  what  particular  use  are  railroads  to  the  people  of  Iowa? 
Which  towns   and  cities  in  this   county  have  railroads?     Is  the 
freight   carried   by   railways   more   paying   than   the  passengers? 

c.  To  what  extent  have  motor  trucks  taken  over  the  work  of  railroads? 

Make  a  list  of  things  carried  by  railroads  in  Iowa. 

d.  How   are   railroads   controlled?     Who    gives   them    their   charters? 

Can  Iowa  charter  a  railroad  to  run  through  the  state?  May  the 
legislature  require  all  engineers  to  blow  the  whistle  at  crossings? 

e.  Does  the   county   or   township  have   any   direct  control   over  rail- 

roads? How  may  the  city  control  railroads  running  through  it? 
What  is  the  fare  from  your  town  to  the  next  station?  How 
much   is  that  per  mile?     What  are  passenger  rates  at  present? 

12.  The  Telegraph  and  the  Telephone. 

a.  Give   a   ten   minute   talk    on    the    discovery    and    invention    of   the 

telephone.     Give  a  similar  talk  on  the  telegraph. 

b.  Who  owns  and   controls   telegraph   systems?     What  different   tele- 

graph systems  are  found  in  this  city,  or  in  your  nearest  town? 
Who  owns  and  controls  the  telephone  systems?     Do  we  have  local 
phones  owned  by  local  companies? 

c.  Which  phone  companies  operate  in  this  community?     Do  you  have 

a  phone  at  home?    Where  did  you  get  it? 

d.  Of  what  benefits  are  telegraphs  and  telephones?     Make  a  long  list 

of  uses   of  the   telephone. 


GRADES   IV,   V,   VI  7? 

13.  The  Postal  System. 

a.  Describe  the  methods  used  in  the  time  of  Washington  for  carrying 

letters  and  papers.  What  was  the  old  stage  coach?  When  did 
railroads  first  begin  to  carry  mail?     What  is  a  "star  route"? 

b.  Describe  the  methods  used  in  handling  mail  at  the  present  time. 

How  many  different  persons  handle  a  letter  mailed  by  you  and 
sent  to  a  friend  in  New  York? 

c.  Who  owns  and  controls  the  postal  system?     How  are  the  costs  of 

mail  carrying  paid?  How  may  a  person  become  a  postmaster? 
How  may  a  young  man  become  a  mail  clerk? 

d.  When   was   rural   free   delivery   of  mail  first   had   in   Iowa?     WTio 

delivers  your  mail?  Who  collects  your  letters?  When  was 
parcel  post  first  introduced?  How  large  a  parcel  may  we 
send  through  the  mail?  What  influence  has  rural  mail  de- 
livery had  on  road  improvement? 

e.  What  is  a  postal  savings  bank?     Who  organizes  them?     What  is 

the  purpose   of  such  banks? 

14.  Great  Inventors  and  Builders. 

a.     Give  a  good  talk  on  each  of  the  following  inventors: 
Benjamin    Franklin. 
Robert  Fulton. 
Samuel  F.  B.  Morse. 
Thomas  A.   Edison. 
Alexander   Graham    Bell. 
Wilbur  Wright. 
Jay  Gould. 

Edward   H.  Harriman. 

Follow   the  following   outline    in  preparing  your   talk: 
Give  the  date  of  birth,  and  when  he  died. 
Tell  where  he  was  born  and  about  his  early  schooling. 
When  did  he  first  invent  or  discover  something  worth  while? 
What  were  his  greatest  inventions,  and   for  what  is  each  used? 
In  what  way  has  this  person  influenced  the  life  and  develop 
ment  of  the  people  of  the  United  States  and  of  Iowa? 
Who  is  greatest  of  value   to  the  people — a  great  statesman   or   a 
great  inventor? 
References: 

These  bulletins  are  for  free  distribution   and  may  be  had   for  asking. 
Iowa  State  Highway  Service  Bulletin.     Iowa  State  Highway  Commission, 

Des  Moines,   Iowa. 
Financial   Statement  of  County  Auditor. 

Road   Map  of  the  County.     County  Auditor  or  County  F.iieineer. 
Bulletin  on  Road  Making.  Department  of  Agriculture,  Washington. 
Bailey— What  to  do  for  Uncle  Sara.     Chapter   10. 
Smith— Our   Neighborhood.     Chapters    12,    13. 
Hill — Lessons  for  Junior  Citizens.     Chap'er  4. 

Willard — City  Government   for  Young   People.     Chapters  2''  nnd  27. 
Aurner — Iowa   Stories.     Stories   on    Farly  Rnnds   and   Pailroads. 
Eastman — Indian  Scout  Talks.     Little  Brown  &  Co.,  Boston. 


72  COURSE  IN  CITIZENSHIP 

Grinnell — The    Story    of    the    Indians.     D.    Appleton    &    Co.,    New    York. 
Sabin — The  Making  of   Iowa. 

Wade — Lessons  in  Americanism. 

PROTECTION  OF  LIFE  AND  PROPERTY 

Introduction.  The  aim  of  this  topic  Is  to  show  the  need  of  orderly  gov- 
ernment, to  point  out  what  we  can  do  to  promote  a  desire  for  order  on  the 
part  of  other  people  if  we  obey  the  laws  ourselves,  and  if  we  do  not  respect 
law  ourselves  we  cannot  expect  other  people  to  respect  law. 

1.  Early  Protection  in  Iowa. 

When  the  first  settlers  came  to  Iowa  there  was  no  government. 
A  story  is  told  of  a  man  who  killed  another  man.  As  there  were 
no  courts  in  this  country  he  could  not  be  tried  as  we  try  people 
who  commit  crimes  now  days.  But  the  people  wanted  order  kept 
and  wrong  doing  punished,  otherwise  the  community  would  not  be 
a  safe  place  to  live.  Therefore  the  people  of  the  community  met 
and  decided  the  case.  His  guilt  was  established,  and  they  took  a 
vote  on  how  to  punish  the  man.  Many  stories  are  told  about  how 
settlers  in  this  early  time  organized  and  even  made  laws  on  how 
to  punish  people  who  interfered  with  their  land  claims.  Gradually 
the  national  government  introduced  government  and  law  for  their 
protection. 

2.  Protection    Today   in  the   Township. 

a.  Many  of  our  early  people  came  from   England.     Several   hundred 

years  ago  the  people  of  England  lived  in  small  groups.  If  any 
member  of  the  group  harmed  some  one  who  belonged  to  another 
group,  the  whole  group  was  blamed  and  held  responsible.  Now 
however,  we  hold  each  person  responsible  for  what  he  does. 
That  is  true  except  for  young  boys  and  girls,  for  whose  conduct 
we  hold  their  parents  responsible.  If  John  Jones  steals  five 
dollars  from  Bill  Smith,  Smith  may  have  the  constable  of  the 
township  arrest  Jones  and  the  justice  of  the  peace  decides 
how  he  shall   punish  him. 

b.  Why    should    John    Jones    be    punished    for    stealing?      What    are 

other  wrongs  for  which  people  are  punished?  If  all  people  were 
honest  and  truthful  and  always  behaved  themselves,  would  we 
need  laws  and  punishment?  What  is  the  relation  of  education 
to  right  doing? 

c.  Who  are  the  constables   in  this  township?     How  are  they  chosen 

and  for  how  long  do  they  serve?    How  are  they  paid? 
Who    are    the    justices    of    the    peace?       How    chosen,    term    and 
salary? 

3.  Prot&ction  in  the  County. 

a.  Only  those  offenders  who  commit  the  serious  wrongs  and  violate 
the  less  important  laws  are  arrested  by  the  constables  and  tried 
by  the  justice  of  the  peace.  If  a  man  steals  a  hundred  dollars 
he  is  arrested  by  the  sheriff  of  the  county  and  the  judge  of  the 
district  court  for  the  county  decides  how  he  shall  be  punished. 


GRADES   IV,  V,  VI  73 

We  only  have  one  sheriff  in  each  county  but  he  usually  has  a 
deputy  to  assist  him.  If  the  sheriff  cannot  keep  order  in  an 
emergency,  he  may  call  on  any  one  near  by  to  help  him.  What 
name  do  we  call  those  he  may  enlist  to  help  him? 
b.  Who  is  the  sheriff  of  this  county?  How  is  he  chosen?  How  long 
does  he  serve?     What  are  his  duties  in  general? 

4.  Keeping  Order  in  Toicn  and   City. 

a.  As  people  collect  in  groups  and  live  closer  together  the  tendency 

is  to  commit  wrong  oftener  than  when  living  farther  apart. 
Cities  and  towns  generally  have  a  more  difficult  task  to  keep 
order  than  do  townships  and  counties.  Each  town  and  city  has 
a  police  organization  for  the  purpose  of  keeping  order.  How 
many  police  do  we  have  in  this  city?  Who  is  at  the  head 
of  the  police  department?    How  are  policemen  chosen? 

b.  Keeping   order   does  not  mean   merely   restoring   order   after   law 

has  been  violated,  but  it  means  keeping  the  affairs  of  the 
people  of  the  city  running  smoothly  so  disorder  will  not  occur. 
What    are   some    of    the    duties    of  a  city    policeman? 

c.  The  policeman  gives  direction  to  people  who  have  lost  their  way, 

he  points  out  places  of  interest  to  strangers,  he  helps  children  or 
old  people  across  crowded  streets,  he  helps  those  who  get  hurt. 
he  directs  traffic  so  that  the  streets  do  not  become  congested, 
and  he  arrests  people  who  commit  wrong.  In  short,  the  police- 
man makes  it  possible  to  live  in  our  towns  and  cities  in  an 
orderly  waj\  In  a  big  city  recently,  the  policemen  quit  their 
jobs  and  at  once  lawless  people  broke  into  stores,  destroyed 
property,  and  made  life  unsafe. 

5.  Jury  Serxnce. 

a.  In    the    beginning    of    this    topic    we    told    of    a   group    of    people 

who  in  early  Iowa  came  together  and  tried  a  person  accused  of 
crime.  Since  government  is  organized  we  have  a  method  of 
selecting  a  small  number  of  men  to  do  this  work  for  us.  These 
men  who  compose  the  jury,  together  with  a  judge,  make  up  the 
court.  When  a  man  commits  a  crime  he  is  taken  before  this 
court  for  trial.  The  jury  decides  whether  the  man  is  guilty, 
and  the  judge  declares  how  he  shall  be  punished,  if  guilty. 

b.  Did  your  father  ever  serve  on  a  jury  in  this  county?     Learn  all 

about  how  men  are  chosen  to  form  a  jury,  what  a  jury  does, 
what  cases  they  decide,  how  many  men  on  a  jury,  and  where 
the   jury   meets. 

c.  Men    may   for   good    reasons   be    excused    from   jury   duty.      What 

would  happen  if  all  men  asked  to  be  excused  from  serving  on 
juries?  It  is  the  duty  of  every  patriotic  man  to  do  jury  service 
when    called    upon. 

6.  In.stihitions  for  Offendrrs. 

a.  When  people  commit  wrongs  against  others,  we  detain  them  in 
Jails  or  prisons  for  a  time  as  a  punishment.  Why  should  such 
people  be  punished?  Does  the  punishment  of  the  offender  aid 
the  community?     How? 


74  COURSE  IN   CITIZENSHIP 

b.  Most    pi.-opie    believe    first    offenders    and    young    people    who    are 

less  experienced  in  life  ought  to  be  treated  less  severely  for 
wrongs  committed  than  when  older  persons  or  those  who  are 
recognized  as  wrong  doers  commit  crimes.  For  that  reason  we 
have  separate  places  of  detention  for  different  classes. 

c.  Places  of  detention  and  punishment. 

The  city   jail. 

The  county  jail. 

The  Industrial  Training  School  for  boys  at  Eldora. 

The  Industrial  Training  School  for  girls  at  Mitchellville. 

The  Reformatory   for  men    at   Anamosa. 

The  Reformatory   for   women   at   Rockwell    City. 

The  penitentiary  at  Port  Madison. 

d.  Learn  the  facts  about  these  places— how  they  are  controlled  and 

how  the  expense  of  maintenance  is  met. 

7.     Lessons   in  Development   of  Respect  for  Laio. 

a.  We  must  all  realize  that  laws  are  made  by  all  of  us  in  order  that 

all  of  us  may  live  comfortably  together.  Really  it  would  be 
a  peculiar  person  who  would  destroy  a  government  he  himself 
made  or  would  break  one  of  his  own  laws.  Our  attitude  should 
always  be  that  in  a  republic  the  people  make  the  laws  and  the 
people  must  obey  their  own  laws.  Anything  short  of  this 
would  be  little  less  than  anarchy. 

b.  Occasionally   young   people   think   it   is    a   clever   act   to   break   a 

rule  or  violate  a  law  or  take  a  thing  that  does  not  belong  to 
them.  Is  it  ever  smart  or  clever  to  exceed  the  speed  limit? 
Does  it  require  an  especially  smart  boy  to  steal  apples  from 
a  farm  or  from  a  fruit  store?  Should  we  simply  smile 
at  such  things?    What  ought  to  be  our  attitude  on  such  matters? 

c.  We  could  not  bave  much  of  a  community  if  we  did  not  recognize 

the  right  of  a  person  to  have  something  of  his  own  over  which 
he  has  all  control.  How  can  we  prove  that  we  understand  this 
fact  in  our  homes,  in  school,  in  the  neighborhood?  The  person 
who  picks  the  flowers  in  a  public  park  refuses  to  respect  the 
right  that  the  flowers  belong  to  all  of  us.  The  school  desks 
belong  to  all  of  us.  Does  the  boy  who  carved  his  name  on  one 
respect  our  right  of  ownership? 

d.  A  man  who  commits  crime  is  generally  one  who  has  never  learned 

to  work  with  people.  We  learn  to  respect  the  common  rules 
of  all,  as  children,  by  playing  and  working  together.  How  can 
we  do  this  at  home  and  in  school? 

e.  The  true,  good  citizen  shows  his  respect  for  law  by  never  sneaking. 

The  criminal  never  faces  the  consequences  of  his  deeds  but 
always  tries  to  sneak.  How  should  boys  act  when  in  their 
play  at  ball  they  accidentally  break  a  window? 

8.     Fi7-e  Protection. 

a.    What  protection  is  there  from  fire  on  the  farm?     Have  the  farm 
fires  you  have  known  destroyed  whole  buildings,  or  have  they 


GRADES   IV,   V,  VI  75 

been  extinguished?  How  should  farm  buildings  be  placed  as  to 
avoid  fire  waste?  How  may  we  prevent  fires  starting?  What 
kind  of  extinguishers  can  be  used  on  the  farm?  Do  you  know 
how  to  use  one?  Have  you  a  fire  extinguisher  at  home?  Why 
is  a  gasoline  can  or  tank  painted  red?  What  ought  lo  be  the 
care    taken    in    handling    gasoline? 

b.  Every  farmer  ought  to  erect  his  buildings  far  enough  apart  that 

one  does  not  catch  from  the  other  when  burning.  Every  farmer 
ought  to  keep  an  extension  ladder  near  his  house  and  barn 
ready  for  immediate  use  because  the  fire  authorities  in  this 
state  tell  us  that  most  fires  catch  in  the  roofs.  Every  farmer 
ought  to  have  a  good  force-pump  and  fifty  feet  of  hose  near 
at  hand  to  be  used  in  an  emergency.  Every  farmer  ought  to 
carry   insurance  on  every  building  he   owns   all  the  time. 

c.  Why    does   a   city    need  special    fire   protection?     Describe   a    fire 

department  and  its  machinery.  Who  has  charge  of  the  fire  de- 
partment? How  do  the  fii'emen  know  when  and  where  to  go  to 
fires?  How  would  you  notify  the  fire  department  if  your  home 
were  on  fire?  Have  we  had  any  bad  fires  in  our  city  recently? 
If  so,  how  did  they  start? 

d.  Are  there  any  restrictions  in  this  town  on  the  kinds  of  materials 

to  be  used  in  building?  Why?  Are  there  any  "fire  limits"  in 
the  business  districts?  How  do  the  police  act  in  connection 
with  the  fire  department?  Do  our  firemen  give  all  their  time 
to  their  work? 

e.  Ought   our  schools  to  give  fire  drills   in  which  pupils  are  taught 

to  rapidly  and  orderly  leave  the  building  in  case  of  fire? 

f.  Relate  stories  of  great  fires  such  as  the  Chicago  fire,  the  Iroquois 

disaster,   early  prairie  fires,  northern   timber  fires. 

g.  The  use   of  fire   ought   to   be   carefully  regulated   by   law.     Many 

fires  in  towns  and  cities  are  caused  by  mere  carelessness  in 
the  use  of  fire.  Every  city  ought  to  have  fire  limits  or  districts 
in  which  no  building  can  be  erected  unless  it  is  fire  proof. 
Laws  concerning  the  placing  of  fire  escapes  ought  to  be  strictly 
enforced  both  in  towns  and  in  cities.  Every  town  and  city 
ought  to  have  a  well-equipped  fire  department  and  well  drilled 
firemen  who  are  always  available  to  fight  fire.  Children  ought 
never  to  carry  matches  unless  for  a  special  purpose  that  is  per- 
missible and  when  extra  matches  are  left,  destroy  them  at 
once.  Every  person  owning  buildings  ought  lo  keep  them  in- 
sured all  the  time. 

References: 

Sabin — The  Making  of  Iowa.     Chai)ter  23. 

Bailey — What  To   Do   for  Uncle    Sam.     Hiapter   19. 

Dole— The  Young  Citizen.     Chapters  10   and  11. 

Hill— Lessons  for  Junior  Citizens.     Chapters  1  and  3. 

Willard — City  Government  for  Young  Peojilc.     Chai'ters  15  and   16. 

Wade — Lessons  in  Americanism. 


76  COURSE  IN  CITIZENSHIP 

POOR    RELIEF 

Introduction.  The  aim  of  this  topic  is  to  discuss  why  we  have  poor 
people,  to  show  how  the  government  helps  those  who  are  unfortunate,  and 
to  suggest  how  the  number  of  dependents  may  be  lessened. 

1.  Why  Some  People  Are  Poor. 

a.  One    man    was    earning    one    hundred    dollars    per    month,    while 

another  was  earning  seventy.  The  former  was  in  debt  while 
the  other  had  money  in  the  bank.  How  can  you  account  for 
this  difference? 

b.  What  do  we  mean  when  we  say  a  person  is  a  good  manager?    Does 

living  in  poor  surroundings  have  any  effect  on  people's  ambi- 
tions? -^  ^g 

c.  There     are    many     causes     for      poverty     that      are      unavoidable. 

Some  people  become  ill  and  cannot  work  but  must  con- 
tinue to  provide  for  themselves.  Some  people  are  unfortunate 
and  suffer  accident.  Some  people  are  injured  and  cannot  work 
or  earn  a  living.  A  very  few  people  inherit  deformities  or 
handicaps  such  as  to  deprive  them  of  health  or  strength  to  earn 
a  living. 

d.  Some  people  are  lazy  and  will  not  work  and  try  to  earn  a  living. 

Some  people  are  mere  spendthrifts  and  waste  their  money  as 
they  do  their  time.  Some  people  are  ignorant  of  the  funda- 
mental laws  of  thrift  and  economy  end  their  chief  need  is 
education.  Some  people  are  so  shiftless  and  unambitious  that 
they  do  not  care  to  ever  do  more  than  merely  make  a  living. 
One  of  our  great  men  has  said  that  spending  a  little  more  than 
you  earn  means  unhappiness  or  failure,  while  earning  a  little 
more   than   you  spend   means  happiness   and  success. 

2.  Why  TV'e  Help  the  Needy. 

a.  If  you  v.ere  in  need  on  what  township  officer  could  you  call  for 

help?     On  what  city  officer?     On  what  county  officer?     Where 

is    your    county    home    in    this    county?      How    is    it    supported 

and  who  is   in  charge? 
Destitute   soldiers   may  not  be  sent  to   the   county   home.     Where 

may  they  be  cared  for? 
What  private    organizations  may   help   poor   people? 
Is  it  always  wise  to  help  people  by  giving  money? 

b.  The    amount    of    money    allowed    to   persons    at   home    is    fixed    by 

law  at  two  dollars  per  week,  aside  from  medical  care.  The 
widowed  Mothers'  Pension  Law  of  Iowa  allows  a  fixed  amount 
per  week  per  child.  This  is  an  excellent  law  for  it  permits 
the  mother  to  maintain  her  home  and  care  for  her  children 
instead  of  breaking  up  the  home  and  sending  the  children  to 
the  orphans'  home. 
Iowa  has  a  children's  orphans'  home  at  Davenport  that  cares  for 
needy    orphan    children. 


GRADES   IV,   V,   VI  77 

One  man  gave  a  poor  person  a  bit  of  money  and  thought  he  did 
his  moral  duty.  Another  man  gave  a  poor  person  a  chance  to 
work  and  earn  a  small  amount  of  money.  A  third  man  gave 
a  poor  person  work  to  earn  a  living  and  then  in  addition  cheered 
him  into  new  ambition  and  zeal  to  try  for  greater  success,  and 
the  poor  person  succeeded  and  now  is  well  to  do.  Which  man 
rendered  the  greatest  service? 
3.     Habits  of  Thrift. 

a.  Preventing  waste  on  the  farm.    Saving  of  straw  and  grain,  making 

repairs  when  first  needed,  care  of  farm  tools,  saving  of  fruit 
and  vegetables,  care  of  fruit  trees,  care  in  use  of  fertilizers, 
care  of  forest  trees,  painting  buildings  when  needed. 

b.  Preventing    waste    in    the    city.      Turning    off    gas    and    electricity 

when  not  needed,  saving  of  water,  avoiding  kitchen  waste,  pro- 
viding one's  own  garden,  mending  clothes  that  are  still  good 
to  wear. 

c.  There    is  a  great  difference  between  being   stingy   and   being  eco- 

nemical.  The  one  is  unwise,  the  other  is  wise.  What  is  the 
difference?  What  is  the  value  of  keeping  account  of  your 
expenditures? 

d.  Elements   of  thrift — honest   labor    to    earn    money,    careful    invest- 

ment of  money  earned.  Ask  the  advice  of  a  good  banker  or 
other  business  man.  Put  your  money  in  a  bank  where  it  will 
earn  interest.  Organize  school  banks  for  the  children  to  de- 
posit their  money.  When  the  child  has  deposited  as  much  as 
one  dollar  take  it  to  the  bank  and  have  the  child  start  a 
savings  account.  What  is  the  purpose  of  a  bank?  Of  a  savings 
bank?     Of  a  postal   savings  bank? 

Enumerate  the  different  kinds  of  banks  and  tell  how  each  differs 
from  the  others. 
References: 

Willard— City  Government  for  Young  People.     Chapter  18. 

Hill — Lessons  for  Junior   Citizens.     Chapter   6. 

Bailey — What  To   Do  for  Uncle   Sam.     Chapter   9. 

Wade — Lessons  in  Americanism. 

PUBLIC    MONEY 

Introduction.  The  aim  of  this  topic  is  to  point  out  that  we  work  together 
through  our  government,  that  taxes  for  the  government  are  our  contribu- 
tions for  carrying  on  such  work,  and  to  develop  the  right  attitude  towards 
taxes. 

1.     The  Meaning  of  Puhlic  Money. 

a.  Government  must  be  carried  on  by  men  who  give  all  their  time 
to  that  work.  They  must  be  paid  salaries  for  their  services. 
The  government's  business  requires  buildings  and  offices  and 
eciuipment  in  order  that  the  work  of  the  government  can  be 
pr()i)frly  carried  on.  Money  is  required  to  pay  for  all  this 
work    and    for   salaries    for    all    the    officials.      The    government, 


78  COURSE  IN  CITIZENSHIP 

either   local,   state,    or   national,    must   build    roads   and   bridges, 

postofTices  and  schools.     All  this  requires  money, 
b.     Make  a  list  of  the  various  purposes  for  which  money  is  needed, 

in   the  community,  in   the   state,   in  the  nation. 
Could  we  do  many  of  these  things   ourselves  and   not  give  them 

to   the  government? 
What  do  we  mean  by  public?     What  is  a  tax?     Different  kinds  of 

taxes?     Do   all  people  pay  taxes?     What  determines   in   general 

the  amount  each   individual   pays? 

2.  Hoio  Taxes  Are  Levied. 

a.  The   assessor  visits  every   owner   of  property  and   determines   the 

value  of  the  property. 
The  township  trustees  go  over  the  work  of  the  assessor   and  see 

that  his  assessment  of  all  is  just  and  fair. 
The  county  supervisors  compare  the  assessments  of  all  townships 

to  see  if  each  township  has  been  assessed  fairly. 
The    state    executive    council    compares    the    assessments    of    all 

counties  to  see  that  each  county  is  assessed  only  its  fair  share. 

b.  The  county  board  of  supervisors  receive  back  from  the  executive 

council  the  total  amount  of  the  county  assessment  and  decides 
the  amount  of  tax  to  be  paid  on  each  dollar's  worth  of  property. 
The  county  auditor  figures  the  amount  of  tax  to  be  paid  by 
each  person. 

3.  How  Taxes  Are  Collected. 

a.  The   taxes   are   assessed   and   levied   one   year   in   advance    of   col- 

lection. The  taxes  paid  this  year  were  assessed  and  levied  last 
year.  As  the  expenses  of  government  become  more  so  do  taxes 
increase  in  amount.  The  rise  in  value  of  property  also  makes 
taxes  higher  as  more  dollars  are  taxed. 

b.  Where   are   taxes   paid,   and   to   whom   and   when? 

What  is  the  penalty  if  taxes  are  not  paid  at  the  proper  time? 

What  do  we  mean  by  delinquent  taxes? 

What   is  done   if  a  person   who   owns   property   does    not  pay   his 

taxes  at  all? 
Gret  a  tax  receipt  and  study  the  table  of  levies  on  the  back  of  it. 
Some   states   refuse  a   person   the   right   to   vote   if   his   taxes   are 

not  paid  before  election  time. 

4.  Attitude  Towards  Paying  Taxes. 

a.     Too  often  people  think  their  government  is  wasteful  or  dishonest 

because  they   do  not  stop  to  think  about  what  the  government 

does  for  them. 
Enumerate    all    the   government    activities   you    can    in    which    the 

government   helps   us   directly   or    indirectly. 
Have    we    a   right    to    expect    our    officers    to    expend    our    money 

wisely?     Why  should   we   think   of  taxes   as  a   good   thing   and 

be  glad  to  pay  them? 
What  do  you  think  of  a  man  who  gives  in   a  wrong  valuation  to 

the  assessor,  or  one  who  tries  to  escape  paying  his  taxes? 


GRADES   IV,   V,   VI  79 

5.     How  On?-  Government  Borrows  Money. 

a.  When   our   government   undertakes  a  piece   of  work  for   which   it 

does  not  have  sufficient  money  in  the  treasury  at  that  time,  it 
has  to  borrow  money.  During  the  war  our  government  had  to 
borrow  a  gi-eat  deal  of  money.  We  called  these  loans  liberty 
loans.  Why  did  we  call  them  Liberty  Loans?  What  did  we 
call  the  loan  after  the  war  was  over? 

b.  In    the   same  way   our   counties   and   cities   often   borrow   money. 

Sometimes  a  court  house  or  a  big  bridge  has  to  be  built,  and 
the  county  does  not  have  enough  money  from  taxes  to  build  it. 
The  county  must  then  borrow  money.  The  county  may  sell 
bonds  much  the  same  as  the  nation  did  during  the  war. 
A  city  may  want  to  erect  a  municipal  light  plant.  The  city  will 
generally  have  to  sell  bonds  to  raise  the  money.  The  people 
feel  that  they  cannot  afford  to  pay  the  whole  expense  of  a  great 
undertaking  during  any  one  year.  They  also  feel  that  the 
undertaking  is  for  the  benefit  of  future  generations  as  well  as 
for  the  present  people.  If  the  city  borrows  money  in  this  way 
it  can  pay  off  the  debt  gradually  and  allow  it  to  extend  over 
a  long  period  of  time. 

c.  What  do  we  call  these  promises  to  pay  that  the  government  gave 

us  during  the  war?     The  same  name  is  applied  to  the  promise 
of   the    city    or    the    county    to    pay  back   money    loaned    to    it. 
These   bonds   are   a  good    investment — why? 
References: 

Willard — City    Government    for  Young   People.     Chapters   9   to   11. 

Cole— The   Young   Citizen.      Chapters    17,    18. 

Wade — Lessons  in  Americanism. 

The   Financial   Statement   of  the   County   Auditor. 

ELECTIONS 

Introduction.  The  aim  of  this  topic  is  to  explain  how  candidates  are 
chosen  by  parties  and  officers  elected  by  the  people,  and  to  show  the 
importance   of   every   voter   taking  part  in   choosing  officers. 

1.  Meaning  of  Elections. 

a.  We  say  we  live  under  a  Republican  government.  What  do  we 
mean  by  the  term  democratic? 
Can  you  name  other  countries  that  have  Republican  governments? 
Pure  democracy  is  impossible  because  all  the  people  cannot 
assemble  in  any  one  place  to  cast  ballots  or  to  make  laws. 
Therefore  we  in  a  democracy  must  choose  men  to  represent  us 
in  these  things.  An  election  is  the  act  of  choosing  officers  to 
carry  on  government  in  the  name  of  the  people.  When  are 
elections  held  in  our  community?  Name  different  officers  that 
were  elected   at  the  last  election. 

2.  Huff7-age. 

a.     Who  may  vote  in  Iowa? 
Are  you  a  voter? 


so  COURSE  IN  CITIZENSHIP 

What  is  the  difference  between  a  voter  and  a  citizen? 

In  a  few  states  persons  may  vote   if  they  have   taken   out  their 

first  papers.     They  are  not  citizens  until  they  receive  the  second 

papers. 
Do  you  think  any  state  ought  to  allow  people  to  vote  for  president 

or  vice-president  before   they  have  become   full-fledged   citizens? 
b.     The    19th    amendment    to   the   Federal    Constitution    gives    women 

the   right    to    vote,    all    over    the    United    States.      Why    did    we 

not  give  women  the  ballot  earlier? 

3.  How  We  Choose  Candidates. 

a.  We  do  not  all  agree  on  all  questions  which  our  government  must 

settle.  For  example,  in  the  country  we  do  not  all  favor  paved 
roads.  In  the  city  we  do  not  all  favor  paving  streets  or  building 
new  school  buildings.  The  voters  who  agree  on  certain  national 
questions  get  together  in  groups  which  we  call  parties.  What 
are  some  questions  on  which  we  do  not  agree  at  the  present 
time? 

b.  Each  party  wants  to   put  its  men  into   office  because  these  men 

promise  to  carry  out  their  party's  wishes.  When  and  how  do 
parties  choose  their  candidates?  What  does  the  word  "primary" 
mean?     Name   some   of  the  candidates   chosen   at  the   primary. 

c.  Get  a  primary  ballot  and   study  it  in   class.     Ballots   are  printed 

in  the  local  newspapers,  and  may  also  be  had  at  the  place  of 
voting.  The  county  auditor  generally  has  a  few  sample  ballots 
for  distribution. 

4.  Hoio  We  Elect   Officers. 

a.  Some  time  after  the  parties  have  chosen  their  candidates  an  elec- 

tion is  held  where  one  man  is  chosen  for  each  office  from  among 
the  candidates.  The  state  and  national  elections  are  held  the 
first  Tuesday  after  the  first  Monday  in  November. 

b.  How   many  votes  must  a  candidate  in  Iowa  have  to  be  elected? 

We  believe  that  the  largest  group  should  govern.  How  many 
elections  have  there  been  in  your  community  in  the  last  fom- 
years?     What  was  the  purpose  of  such  elections? 

c.  Get    an    election    ballot.      They   may   be    secured    from   the    county 

auditor.     We  used  to  have  a  ballot  for  each  party.     How  is  our 
present   ballot  made    up?     Why? 
How  do  voters  mark  their  ballots? 

(Teachers  ought  to  bring  sample  ballots  to  school  and  have  pupils 
make  ballots  on  blank  paper). 

5.  Election  Officers. 

a.  Who  has  charge  of  elections  in  our  town  or  in  our  township 
precinct?  What  do  these  men  have  to  do?  Where  are  elections 
generally  held?  Wliy  do  voters  vote  in  secret?  When  do  the 
election  judges  begin  to  count  the  ballots?  May  they  count 
each  vote  as  it  is  cast?  Why?  What  do  they  do  with  the  report 
after  the  votes  are  counted? 


GRADES    IV,   V,   VI  81 

The   Good   Citizen's   Attitude   Toicard   Elections. 

a.  The  large  number  of  voters  who  fail  to  take  a   part  in  our  elec- 

tions is  surprising.  These  men  are  often  the  ones  who  complain 
about  the  government  being  badly  managed.  Are  they  justified? 
It  is  those  who  take  part  who  control  matters.  Do  those  who 
are  too  indifferent  to  vote  count  in  our  kind  of  governmenf 
Some  people  think  if  a  person  fails  to  vote  for  a  certain  length 
of  time,  he  should  be  deprived  of  the  right  to  vote.  What  is 
the  danger  in  our  government  of  people  failing  to  vote?  Are 
there  enough  good  people  to  control  elections  if  they  all  voted? 

b.  Discuss   the   privilege   of   voting. 

c.  Discuss  the  duty  of  voting. 

d.  Should  our  good  citizens  object  to  holding  office?     Why  do  many 

men  object?  We  should  feel  that  any  office  is  both  an  honor 
and  an  obligation  upon  the  person  elected,  by  the  whole  com- 
munity, and  that  it  gives  the  holder  an  opportunity  to  serve 
the  whole  community. 


COURSE  IN  AMERICAN  CITIZENSHIP 

Grades  7  and  8 
INTRODUCTION 

The  work  in  the  seventh  and  eighth  grades  has  mainly  to  do  witli 
fundamental  elements  of  welfare  which  the  community  is  seeking  and  which 
in  their  entirety  comprise  both  the  necessities  and  the  comforts  of  life. 
The  means  and  agencies  employed  in  securing  these  elements  of  welfare 
naturally  become   the  subjects  of  class  investigation  and  discussion. 

In  considering  these  different  means  and  agencies  the  progression  is 
always  from  function  to  structure,  from  the  near  to  the  more  remote, 
from  the  community,  the  township,  the  county,  the  city,  to  the  state  and 
the  nation.  In  the  lower  grades  there  was  no  discussion  of  the  organization 
back  of  the  various  community  functions  or  activities.  In  fact  the  word 
"government"  was  hardly  used  at  all  for  the  children  would  have  very 
little  interest  in  knowing  whether  these  services  were  rendered  by  the 
individuals,  by  the  public  service  corporations,  or  by  some  branch  of  the 
government.  But  in  the  seventh  and  eighth  gi'ades  the  time  has  come 
for  a  discussion  of  the  various  forms  of  public  organization  through  which 
these  community  services  are  rendered. 

Many  boys  and  girls  in  the  public  schools  of  Iowa  do  not  yet  attain  to 
more  than  an  eighth  grade  education.  Therefore  if  the  future  citizens 
of  our  state  are  ever  to  get  a  knowledge  of  government,  its  organization 
and  its  functions,  they  must  take  up  the  study  of  government  in  the  eighth 
grade.  While  the  method  of  attack  is  along  the  same  lines  as  in  the 
lower  grades,  the  subject  matter  must  relate  in  part  at  least  to  the  machin- 
ery of  government,  of  what  it  consists  and  how  it  functions  in  relation 
to  the  citizen.  The  executive  branch  of  government  is  so  planned  as  to 
distinguish  clearly  between  the  different  political  entities — township,  county, 
town  or  city,  state  and  nation — in  their  relation  to  the  elements  of  wel- 
fare. The  legislative  branch  of  the  government  is  included  in  the  discus- 
sion of  how  our  laws  are  made.  It  is  in  this  branch  of  government  that  the 
people  are  most  immediately  concerned  and  with  which  they  come  in 
closest  contact  through  their  representatives,  and  therefore  the  teacher 
ought  to  emphasize  the  law-making  powers  in  each  of  the  various  units 
of  government  beginning  with  the  lowest.  The  judiciary  gets  a  fairly 
adequate  discussion  under  the  topic  Correction,  but  the  teacher  ought 
again  to  emphasize  the  organization  and  functions  of  the  courts  in  such 
way  as  to  give  the  pupils  a  thorough  understanding  of  their  form  and 
purpose. 

Each  element  of  welfare  is  treated  in  the  same  general  way:  A.  Approach 
to  the  topic;  B.  Means  by  which  the  community  provides  for  the  element 
under  consideration;  C.  Responsibility  of  the  citizen.  The  purpose  of 
this  uniformity  of  treatment  is  to  give  clearness  and  liring  about  a  more 
synthetic  devoloftmcnt  of  the  courpe  as  a  whole.  The  success  of  the  work 
in  the  seventh  and  eighth  grades  depends  largely  upon  the  successful  use 


84  COURSE  IN  CITIZENSHIP 

of  supplementary  materials.  Constant  reference  to  current  topics  and  to 
the  use  of  current  events  of  civic  importance  will  stimulate  interest  in  class 
work.  When  any  current  events  of  civic  interest,  such  as  an  election,  the 
meeting  of  the  state  legislature  or  the  opening  of  congress  occurs,  the  teacher 
ought  to  sidetrack  temporarily  the  topic  under  discussion  to  take  up  with 
the  class  the  matter  of  immediate  importance.  Pupils  should  be  encouraged 
to  take  an  active  interest  in  public  affairs. 

In  the  immediate  future  the  civic  laboratory  will  be  as  indispeusible  to 
the  teacher  of  civics  as  is  a  science  laboratory  to  the  teacher  of  science. 
The  accumulation  of  civic  material  is  the  work  of  months  and  years  but 
it  ought  to  be  begun  by  the  teacher  immediately  upon  beginning  the  use  of 
this  course  of  study.  In  the  seventh  and  eighth  grades  every  pupil  ought 
to  have  a  well  chosen  text  book  as  a  part  of  the  daily  preparation,  but 
the  teacher  ought  to  provide  a  great  deal  of  supplementary  reading  material 
and  as  much  as  possible  of  what  may  be  called  laboratory  material. 

SUGGESTIONS  FOR   TEACHERS 

Each  pupil  should  have  a  text-book  and  should  keep  a  notebook;  the  latter 
to  be  used  for  lesson  assignments  mainly,  but  also  for  outlines,  reports 
and  subject  matter.  The  teachers  ought  to  make  generous  use  of  supple- 
mentary reading  and  investigations.  For  this  purpose  both  teacher  and 
pupils  will  find  the  list  of  reference  books,  outlines  and  treaties  in  the 
back  of  this  pamphlet  of  gi-eat  value.  Others  may  be  supplied  as  they 
are  found. 

The  aim  in  these  grades  should  be  to  lead  the  pupils:  (1)  To  realize 
the  importance  of  the  elements  of  welfare  to  themselves,  to  their  neighbors 
and  to  the  community.  (2)  To  realize  the  dependence  of  the  individual 
ujpon  social  agencies.  (3)  To  secure  the  right  social  attitude  towards 
the  problems  involved.  The  materials  used  in  the  approach  to  the  topics 
should  be  drawn  almost  entirely  from  the  experience  or  knowledge  of  the 
pupils.     The  class  should  pool  its  experience. 

In  the  investigation  of  agencies  the  aim  should  be:  (1)  To  secure 
whatever  detailed  knowledge  may  be  necessary  for  the  citizen  to  possess  in 
order  that  he  may  intelligently  meet  his  responsibilities.  (2)  To  learn 
where  and  how  he  may  find  information  when  the  occasion  arises.  (3) 
To  know  the  persons  who  are  leaders  in  social  and  civic  movements  as 
a  basis  for  co-operation  and  further  interest.  (4)  To  broaden  the  pupils' 
interest  in  the  various  elements  of  welfare  and  social  agencies. 

Note-books  should  be  kept.  Frequently  the  teacher  will  wish  pupils  to 
write  down  material  which  is  worth  keeping  for  future  reference. 
It  will  be  found  necessary  for  the  teacher  to  make  definite  assignments 
from  day  to  day  and  written  work  to  be  handed  in  or  filled  in  the  note  book 
will    necessitate   daily   preparation   on   the   part  of  the  pupil. 

Throughout  the  course  the  emphasis  should  be  on  developing  a  social 
point  of  view  and  a  sense  of  responsibility — a  desire  to  promote  those 
things  which  are  of  benefit  to  the  community.  Boys  and  girls  can  be 
taught  to  be  good  citizens  no  wand  that  they  ought  not  wait  until  adult 
life    before    practicing   civic    virtues.      Dramatization    is    as    effective    with 


GRADES  VII  AND  VIII  85 

eighh  gratde  pupils  as  with  tliose  in  lower  grades.  The  teacher  ought  to 
encourage  the  pupils  to  organize  civic  bodies  and  enact  laws  and  regula- 
tions in  a  manner  as  is  done  in  actual  legal  bodies.  Have  the  pupils 
organize  a  federal  convention  when  studying  the  constitution  of  the 
United  States.  Have  them  take  the  parts  of  leading  members  and  when 
the  executive  powers  are  studied  have  a  session  of  the  convention  and  have 
those  ideas  expressed  as  once  given  by  Hamilton,  Madison,  etc.  When 
the  legislative  powers  are  under  consideration,  have  another  session  and 
have  the  arguments  given  as  once  given  by  leading  members  on  legislative 
functions.  Encourage  the  pupils  to  hold  sessions  of  the  township  board 
of  trustees,  the  county  board  of  supervisors,  the  state  legislature,  congress, 
and  conduct  sessions  and  trials  in  the  courts.  The  pupil  will  find  real 
interest  in  conducting  an  election  when  carried  out  exactly  as.  is  a  trial 
in  the  courts.  Such  mock  election  should  include  the  entire  process,  even 
the  registration  of  voters,  the  making  of  the  ballots,  the  nomination  of 
candidates,   etc. 

The  amount  of  detail  employed  in  the  investigation  of  topics  as  well 
as  the  number  of  topics  studied  will  depend  on  local  conditions.  The  aim 
has  been  to  suggest  sufficient  work  for  the  two  grades  but  it  may  be  nar- 
rowed down  or  expanded  to  suit  particular  needs. 

The  materials  for  this  course  have  been  taken  largely  from  two  sources 
—Bulletin  Number  23,  1915,  U.  S.  Bureau  of  Education,  and  from  The 
Course  of  Study  in  Civics  for  the  Public  Schools  of  Philadelphia.  Due 
recognition  is  hereby  given  to  those  who  have  worked  out  the  above 
materials.  The  material  for  the  seventh  grade  appears  first  in  the  out- 
line and  extends  over  to  the  topic  Transportation,  the  remainder  of  the 
material   being   reserved    for   the    eighth    grade. 

BEGINNING  LESSON 

I,    Meaning  of  Community. 

1.  Does  not  imply  geographical   area. 

2.  Means    various    things:    A    neighborhood,    a   township,    a    village, 

a  town  or  city,  a  state,  a  nation,  the  whole  world.     Each  unit 
has  certain  problems,  as  community  health,  good  roads,  public 
schools,   lighting   system,   league   of   nations.     We   all  are   mem- 
bers of   one   or   more   communities. 
II.     Meaning  of  Community  Civics. 

1.  To  teach  us  to  know  our  community. 

2.  To  teach  the   meaning  of  community   life. 

Z.     To  teach  us   what  the   community   does  for  us. 
4.     To  teach  us  what  the  community  may  expect  from  us. 
.'j.     To  teach  us  how  we  may  fulfill  our  obligations  to  the  community. 
C.     To  teach  us  the   essential   qualilics   of  good   citizenship. 
III.     IJvtphasis  iji   the  Course. 

1.     Placed  on  the  local   coniniunKy,  because  it  is  nearest  to  us,  it  is 
more  real  and   it  seems  more  vital,   especially   to  the  beginner. 


86  COURSE  IN  CITIZENSHIP 

HERMIT  LIFE   VERSUS   COMMUNITY   LIFE 

I.     Hermit  Life. 

1.  The  central  idea  is  independence. 

2.  He  may  supply  all  his  needs. 

3.  It  means   a  life   apart   from   human   association. 

4.  It  is  not  natural  to  live  that  way. 

5.  It  necessitates   the  giving  up   of  nearly  all  the  conveniences  and 

luxuries. 

6.  It  is  rarely  practiced  now. 

7.  It  does    not   promote   good   citizenship. 
II.     Community  Life. 

1.  The  chief  idea  is  dependence. 

2.  One   supplies  very  few   needs    directly. 

3.  It  means   group  living. 

4.  It  is  attractive. 

5.  It  makes  possible  more  complete  living. 

6.  It  is  more  necessary  than  formerly. 

7.  It  promotes    good    citizenship. 

This  contrast  is  employed  to  emphasize  the  richness  of  community  life 
as  compared  with  the  barrenness  of  the  hermit's  existence.  Never  has  the 
hermit  life  been  so  unattractive  as  today — never  has  the  community  life  been 
so   alluring.     The   one   is   progressive,   the   other   is   stagnant. 

NEEDS,  CONVENIENCES,   LUXURIES 
I.    Needs. 

1.  Food. 

2.  Shelter. 

3.  Clothing, 
II.     Conveniences. 

1.  Automobile 

2.  Telegraph 

3.  Telephone 

4.  Furnace 

5.  Clock 
III.     Luxuries. 

1.  Jewelry 

2.  Beads 

3.  Window  hangings 
A  need    is    something   which    is   necessary    to    sustain   life.      The    hermit 

could  supply  only  his  needs  and  perhaps  a  few  conveniences.  Community 
life  makes  possible  many  conveniences  and  luxuries  which  the  hermit 
could  not  have.  The  separation  of  employments  and  the  division  of  labor 
makes  it  impossible  for  each  one  to  follow  his  own  bent  in  life  and  still 
make  a  living. 

COMMUNITY    NEEDS 

I.     List  of  Community  Needs. 

1.  Good  homes. 

2.  Fertile  soil. 


6. 

Steam  train 

7. 

Saddle 

8., 

Fountain  pen 

9. 

Book 

10. 

Chair 

4. 

Silk  dresses 

5. 

Neck-ties. 

GRADES  VII  AND  VIII  87 

3.  Good  water. 

4.  Protection   of  life  and  property. 

5.  Means  of  education. 

6.  Health  regulations. 

7.  Care  of  the  poor. 

8.  Provisions   for   recreation. 

9.  Good    transportation — roads,    streets. 
10.  Public  utilities. 

II.     Cause  for  Town  and  City  Groictli. 

1.  The    geographical    location — on    navigable    rivers,     good    harbor, 

railroads. 

2.  Surrounded  by  fertile  soil   or   rich  mineral  wealth,   water  power. 

3.  Establishment    of    industries    draw    people    to    work. 

4.  Variety  of  industries  offer  work  to  all. 

5.  Better   opportunities — education,    art,    money   making. 

6.  More  leisure  time — labor  hours  shorter  than   in  country. 

7.  Good    transportation   systems. 

8.  Immigration — immigrants  accustomed   to  live  in  cities. 
III.     Some  Services  Rendered  by  Towns  and  Cities. 

1.  Construction  and  care  of  streets. 

2.  Prevention   and    punishment    of   crime. 

3.  Protection  of  life  and  property. 

4.  Promotion  of  education. 

5.  Care  of  the  poor  and  needy. 

6.  Furnishing  water,   gas  and  electricity. 

7.  Furnishing   transportation    facilities. 

8.  Establishment   of   recreation    centers. 

9.  Providing  pure  food  inspection. 
10.  Keeping  the  community  clean. 
(See  Tuft's  Real  Business  of  Living.) 

The  students  will  be  interested  in  the  reasons  for  their  own  communities' 
establishment  and  growth.  As  individuals  have  needs  so  also  do  com- 
munities. Society  makes  certain  demands  upon  us  which  result  from  our 
living  in  a  community.  The  following  account  from  Tuft's  Real  Business 
of  Living  will  be  of  interest  to  the  pupils. 

"In  the  earlier  days  even  the  most  elementary  public  functions  were 
performed  by  the  individual.  He  built  roads  and  bridges,  paved  streets, 
lighted  the  streets  before  his  own  doorway.  He  was  his  own  constable. 
Such  health  protection  as  he  enjoyed  was  the  result  of  his  own  vigilance. 
Education  was  conducted  at  home  or  by  the  church.  The  library  was  a 
priestly  possession  as  was  all  learning.  His  house  was  his  castle  even  in 
the  midst  of  the  city  and  society  offered  him  little  save  the  administration 
of  justice  and  protection  from  foreign  foes." 

"Today  the  community  protects  his  life  and  his  property  from  injury.  It 
safeguard  his  health  in  countless  ways.  It  oversees  his  house  construction 
in  towns  and  cities,  and  protection  is  given  him  from  lire.  It  builds  his 
bridges  and  cleans  and  lights  his  streets.  It  collects  his  garbage  in  cities 
and  it  furnishes  him  with  labor  through  employment  bureaus  both  for  city 


88  COURSE  IN  CITIZENSHIP 

and  farm  labor.  It  educates  his  children,  supplies  them  with  books,  and 
in  many  instances  with  food.  It  offers  him  a  public  library  and  allows 
both  town  and  country  children  to  use  the  books.  It  offers  him  recreation 
through  community  meetings  and  playgrounds.  It  administers  justice, 
supplies  physicians,  nurses  and  hospital  service.  It  provides  for  inspection 
of  food  and  water  and  compels  sanitary  conditions.  It  safeguards  him  from 
contagious  diseases,  facilitates  communication,  and  in  some  instances  offers 
opportunity  for  higher   education  and  training." 

THE    CITIZEN— RIGHTS   AND    DUTIES 

I.     Some  general   definitions. 

1.  A  resident  is  one  who  has  lived  in  a  country  for  a  specified  period. 

In  Iowa  one  must  live  in  the  county  sixty  days  and  in  the  state 
six  months  before  "Residence"  is  acquired.     Advantages. 

2.  A  citizen  is  defined  as  one  who  is  born  or  naturalized  in  a  country. 
Our  ooniTitution  defines   the   term   citizen. 

3.  An  alien  is  a  foreign-born  resident  of  a  country,  who  has  given 

allegiance    to    its   government. 
In  what  way  was  it  a  disadvantage  to  be  an  alien  during  the  war? 

4.  Naturalization  is  the  legal  process  by  which  an  alien  may  acquire 

citizenship. 

5.  Expiration  is  the  process  by  which  one  may  give  up  his  citizen- 

ship in  and  therefore  his  allegiance  to  a  cot.ntry. 
a.    Acquiring  a  new  citizenship. 
II.     Methods   of  acquiring  citizenship  in  United   States. 

1.  By  birth  in  U.   S. 

2.  By  being  born  of  American  parents  living  abroad. 

3.  By  naturalization. 

(The  student  should  have  a  good  general  idea  of  the   important 
steps  in  the  process.) 

4.  By  marriage. 

5.  By   treaty   of  annexation. 

6.  By  statute  (Indians). 

7.  By   honorable    discharge    from   army   or  navy. 
Hughes,  Community  Civics,  par.  14,  15,  16. 

Constitution  of  U.  S.,  amendment  XIV,  sectii  n  1;    article   1,  sec- 
tion 8,  clause  4. 
III.     Rights  of  Citizens. 

1.  In  general. 

a.  Protection    of    government. 

b.  Liability  to  military  service. 

c.  Right   to  influence   the   government. 

d.  Increased   interest  in   national   affairs. 

e.  National  pride. 

2.  In  the  United  States. 

a.     Personal    Security. 

1.  Life,  health  and  good  re ;  u(  iti( 

2.  Security   of  property. 


GRADES  VII  AND  VIII  89 

3.  Keep  and  bear  arms.  * 

4.  Speedy  and  public  trial  by  an  impartial  jury. 

5.  Security  from  excessive  bail  and  punishment. 

b.  Personal  liberty. 

1.  Slavery    prohibited. 

2.  Freedom    within    the    law. 

3.  Free    speech. 

4.  Freedom  of  worship. 

5.  Freedom   of  assembly. 

6.  Freedom  from  fiase. 

c.  Private  property. 

1.  Right  to  acquire  property. 

2.  Right  to  dispose  of  property. 

(Right    of  eminent   domain.) 
Duties  of  Citi~ciis. 

1.  To  obey  the  law  for  the  common  good. 

2.  To  be  intelligent  in  regard  to  one's  country. 

3.  To  vote  after  careful  study — if  a  voter. 

4.  To  render  full  allegiance  to  one's  government. 

5.  To  respec;  the  authority  of  officials. 

6.  Complete  cooperation. 

7.  Pay  taxes  'Rillingly. 

8.  To  be  sek"  supporting. 

9.  To  work  Jor  common  good. 

10.     To  be  honest  in  all  human  relations. 

(Pupils  to  make  an  exhaustive  list  of  duies.) 
Hughes  Community  Civics,     rar.  17,  18.   19. 
Constitution  of  U.   S.,  Amendments  I-X. 
Summary. 

1.  List  of  benefits  of  being  a  citizen. 

2.  Reasons  more  aliens  do  not  become  citizens. 

3.  What  restrictions  would  you  place  upon  aliens? 

4.  Meaning  of  value  of  writ  of  habeas  corpus. 

5.  Value  of  right  of  eminent  domain. 

6.  ^\'^len  and  why  is  patriotism  the  most  evident? 

7.  How   can   a  good   citizen   show  his  patriotism   best? 

8.  Difference   between  a  "subject"  and  a  "citizen". 

NEED   FOR   GOVERN.MENT 

Students  should  be  led  to  really  feel  the  need  for  goverment  and  for  law 
and  order.  Illustrations  from  everyday  life  should  be  contributed  by 
each  student  in  order  to  drive  this  thought  home  to  each  one.  The 
realization  that  we  need  a  stable  government,  that  the  "common  good" 
is  all  important,  that  this  can  be  secured  only  by  co-operation  and 
subordination  of  self  is  a  lesson  that  we  can  well  afford  to  spend  a  day 
emphasizing.  In  what  way  can  a  hoy  or  girl  in  school  be  a  good  citi- 
zen of  his  city,  school,  or  home?  What  evidence  have  we  that  organized 
government  exists  in  our  community? 
Hughes,  Community  Civics,     par.  8. 


90  COURSE  IN  CITIZENSHIP 

FORMS  OF  GOVERNMENT 

I.  Some  general  definitions. 

1.  Government 

2.  Laws 

3.  Custom 

4.  Sovereignty 

5.  Constitution — written,  unwritten 

II.  Forms  of  government. 

1.  Monarchy 

Limited 
Absolute 

2.  Oligarchy 

Aristocratic 
Educational 
Based   upon   wealth 

3.  Democracy 

Pure 
Representative 

4.  Autocracy 

5.  Bureaucracy 

6.  Confederation 

7.  Federation 

8.  Federal  republic 

(A  lesson  on  definitions)      Each  student  should  be  able  to  pick 
out  distinguishing  characteristics. 

III.  The  Govej-nment  of  United  States. 

Briefly  described  on  pp.  15-17  in  Hughes  Community  Civics. 
In  what  ways  are  the  rights  of  the  people  safeguarded? 
Hughes  Community   Civics,  pp.   13-17. 

A   STUDY  IN  POPULATION 

Hughes,  Chapter  26. 

Towne's   Social    Problems,    chapter   3. 

I.  Bonds    holding   people   together. 

1.  Friendship 

2.  Family  ties 

3.  Blood   relationship 

4.  Common    interests 

5.  Common  beliefs 

6.  Same   nationality   and   language 

II.  America — latid  of  opportunity. 

1.     Reasons  people   come   to  America. 

a.  Religious   freedom 

b.  Political  freedom' 

c.  Depression  at  home 

d.  To  be  with  friends 

e.  Spirit  of  adventure 

f.  Hope  of  securing  a  home  and  land 

g.  Ease  of  transportation 


GRADES  VII  AND  VIII  91 

III.  Aliens — coming  to  America. 

1S20-1910  32,000,000 

1776-1820  250,000 

1820  8,000 

1842  100,000 

1854  400,000 

1907  1,285,349 

1901-1910  8,785,386 

1911-1913  3,000,000 

IV.  Old  versus  the  New  Immigration 

1.  Time  of  transition— about   1890-1898. 

2.  General  facts  about  it — ■ 

The  old  immigi-ation  came  from  England,  Germany  and  the 
Scandinavian  countries.  They  were  literate,  law  abiding,  skilled, 
similar  in  language  and  customs,  trained  to  some  degree  in 
popular  government,  sought  rural  sections,  became  land  owners, 
brought  their  families,  and  became  citizens  of  the  United  States. 

The  new  immigration  came  from  Italy,  Greece  and  Slavic  coun- 
tries. They  are  illiterate,  are  unskilled,  have  low  standard  of 
living;  are  different  in  language,  ideals  and  customs;  are  ac- 
customed to  autocratic  government;  they  flock  to  the  urban 
sections,  are  clanish,  and  do  not  readily  learn  our  language  and 
customs. 

V.  Effects  of  Immigration 

1.  Industrial 

2.  Social 

3.  Political 

(See  Towne's  Problems  pp.  44-8.) 

VI.  Proposed  Restrictions  on  Immigration 

(See  Towne's  Social  Problems,  pp.   48-55.) 
(Dunn's  Community  and  the  Citizen,  pp.  41-42.) 

VII.  Agencies  in  Americanizaiion. 

1.  Influence  of   schools 

Teach  our  language 
Teach  American  ideals 
Teach  American  history 

2.  Influence   of  our  government 

Our  government  protects  the  common  rights  of  all   the  people. 
All  share  in  the  benefits  of  government. 
Our  government  is  a  strong  bond  of  union. 

VIII.  For  Investigation. 

1.     Let  each  pupil  in  the  class  fill  in  the  blank.     Tabulate  the  results 
for   the   whole   class   on   the  blackboard   in    order  to   show   the 
blending  of  nationalities  in  the  present  class: 
Table  showing  nationality  of 

Father 

Mother 

Father's  father 

Father's  mother 


92  COURSE   IN   CITIZENSHIP 

Mother's   father 

Mother's  mother 

2.  Make    a   list   of    the    different    nationalities   to    be    found    in    your 

community.     Do  any  of  these  nationalities  tend  to  form  groups 
by  themselves?     If  so,  give  areas  dominated  by  each   group. 

3.  Are  there  any  industries  in  your  community  in  which  the  work- 

men are  wholly  or  largely  of  some  particular  foreign  nationality? 

4.  Do  any  of  the  foreign  nationalities  tend  to  act  as  units  in  politics, 

in  religious  matters,  or  in  business? 

5.  Would  you  favor  allowing  aliens  to  vote  in  Iowa  as  in  some  states 

in  the  Union? 

6.  Is   anything   done    in    this    community    to    aid    the    immigrant    in 

becoming   Americanized,    in    getting    an    education,    in    getting 
better  paying  work? 

7.  Suggest  different  means  that  could  be  used  to  encourage  the  alien 

to  become  a  good  citizen. 

8.  List  the  characteristics  that  you  admire  in  citizens. 

Make  a  study  of  the  following  great  men  in  America  according  to  the  fol- 
lowing outline: 

1.  Where  was  he  born  and  what  of  his  early  training? 

2.  When  did  he  come  to  America  and  what  was  the  reason  for  his 

coming? 

3.  Trace    out    the    various    activities    in    which    he    took    part    after 

coming  to  America. 

4.  What  offices  in  state  or  nation  did  he  hold? 

5.  What  were  his  contributions  to  American  life? 

William  Penn 
James   Wilson 
Alexander  Hamilton 
Albert  Gallatin 
Carl  Schurz 
Jacob  Reis 

HEALTH 

Health  as  a  rule  is  a  purchasable  commodity,  and  the  price  is  education. 

The  saving  of  human  life  is  more  than  a  humanitarian  question,  as  it  must 
also  be  considered  from  an  economical  viewpoint.  During  the  past  twenty 
years,  the  average  age  at  death  has  been  increased  from  37  to  42  years,  and 
the  death  rate  has  been  reduced  from  17.6%  to  14.2%.  This  means  an  annual 
saving  in  life  greater  than  Great  Britain  lost  in  one  year  of  the  War.  A 
large  proportion  of  this  is  due  to  the  lessened  deaths  of  children  fi-om  pre- 
ventable diseases. 

Statistics  show  that  about  one-half  of  all  children  die  before  reaching  the 
age  of  five,  and  that  one-half  of  all  deaths  occur  before  the  age  of  23. 
During  the  recent  war,  31%  of  the  young  men  between  the  ages  of  21  and 
31  were  found  unfit  for  full  military  service  by  reason  of  physical  defects, 
the  majority  of  which  could  have  been  prevented. 

During  each  year  there  are  1,600,000  deaths  in  the  United  States,  of  which 
40%,   or  670,000   could  be  prevented  by  the  proper  application   of  the  well- 


GRADES  VII  AND  VIII  93 

known  principles  of  preventative  medicine.  In  figuring  the  value  of  an 
average  individual's  earning  capacity  at  a  minimum  of  $2,000,  which  is  very  ^ 
low,  this  would  make  a  loss  to  the  various  communities  and  the  Government 
of  $1,340,000,000.00  annually,  not  Including  the  enormous  expense  of  sick- 
ness, loss  of  time  and  disability  from  physical  defects,  not  fatal,  which  could 
and  should  be  eliminated. 

The  duty  of  the  practicing  physician  is  to  cure  those  already  ill,  and  to 
give  such  advice  as  his  time  allows.  The  real  work  in  preventative  medi- 
cine must  be  done  by  public  health  agencies,  the  support  of  which  must 
come  from  general  funds.  The  Federal  Government,  through  its  Public 
Health  Service,  is  making  a  scientific  study  of  the  various  diseases  which 
affect  mankind  and  the  means  of  preventing  same.  The  State  Board  of 
Health  through  conferences  and  bulletins  are  in  constant  contact  with  the 
Federal  Government  and  receive  the  full  benefit  of  its  investigations. 

The  schools  of  the  larger  cities  are  in  position  to  avail  themselves  of 
health  measures  to  a  much  greater  degree  than  those  of  the  rural  districts. 
If  the  rural  districts  avail  themselves  of  the  greatest  good  resulting  from 
health  education,  it  is  necessary  that  this  work  be  organized  by  county 
units,  with  full-time  Health  Officers  and  sufficient  corps  of  nurses  to  give 
all  rural  school  children  proper  inspection  and  advice  relative  to  all  matters 
pertaining  to  the  health. 

In  the  majority  of  larger  cities,  the  child  has  all  the  advantages  of  medi- 
cal inspection,  and  direction  in  his  physical  exercise  with  Health  Centers, 
where  he  may  secure  from  the  various  clinics  free  medical  treatment  and 
advice,  and  where  necessary,  operations,  supervised  play  grounds, 
out-door  schools  for  the  tubercular,  and  special  classes  and  diet  for  those 
suffering  from  mal-nutrition,  are  provided. 

In  addition  to  the  United  States  Public  Health  service,  the  Superintendent 
of  Public  Instruction,  and  the  State  Board  of  Health  by  advice  and  informa- 
tion rather  than  compulsion  are  the  agencies  through  which  this  work 
should  be  Inaugurated  in  the  various  states. 

The  program  in  each  county  should  be  carried  out  by  the  county  superin- 
tendent, the  health  officer,  boards  of  education,  and  welfare  organizations, 
allowing  each  community  by  its  own  initiative  to  have  its  full  share  of  the 
work. 

The  efficiency  of  a  community  Is  direct  evidence  of  health  and  happiness. 

HEALTH  OF  THE  COMMUNITY 

I.     Approach  to  the  Topic. 

Each  pupir  should  be  led  to  see  the  importance  of  health  to  him,  so 
that  the  entire  class  will  deduce  the  fact  that  they  have  a  common  inter- 
est in  the  matter.  By  an  extension  of  the  idea,  it  may  be  seen  that 
health  is  a  subject  of  common  interest  to  the  entire  school  and  to  the 
community  as  a  whole.  Each  pupil  must  realize  that,  in  the  matter  of 
health,  he  Is  dependent  upon  the  other  members  of  the  class  and  of  the 
school  and  that  the  other  members  are  likewise  dependent  upon  him. 
Every  one  must  work  together  and  to  this  end  definite  provisions  have 
been  made  by  all  communities.    Whether  these  regulations  for  heallh  prove 


94  COURSE  IN  CITIZENSHIP 

effective  or  not   depends  largely  upon  the   interest  and   intelligence  with 
which  each  citizen  supports  them. 

II.  Commonly  accepted  rules  0/  Hygiene. 

(Each  pupil  should  answer  the  question  "Can  I  observe  this  rule  with- 
out the  aid  of  society?"  with  regard  to  each  rule.) 

1.  Breathe  deeply  and  freely  of  pure  air. 

2.  Drink    freely   of   pure   water. 

3.  Eat  moderately  of  a  wholesome,  well-cooked  and  well-balanced  diet. 

4.  Exercise  daily  the  important  groups  of  muscles. 

5.  Keep  the  body  and  its  surroundings  clean. 

6.  Do  not  expose  yourself  to  contagious  diseases. 

7.  Abstain  from  the  unnecessary  use  of  drugs. 

8.  Observe  regular  periods  of  rest. 

9.  Do  not  practice  any  activity  harmful  to  the  body. 

(Pupils  may  be  surprised  that  a  man  may  be  compelled  to  keep 
his  premises  clean  or  that  one  does  not  have  the  right  to  sell 
unwholesome  food.) 

III.  Means  dy  wliicTi   the   Covimimity  provides  for  Health. 

1.  For  pure  air: 

a.  Ventilation  of  buildings. 

b.  Suppression  of  smoke  and  gas. 

c.  Tenement    house    laws    and    inspection. 

d.  Cleanliness    of    outbuildings. 

2.  Pure  food: 

a.  School  lunches. 

b.  Pure  food  and  drug  laws. 

c.  Inspection  of  markets   and   dairies. 

d.  Inspection  of  slaughter  houses. 

e.  Inspection   of   cold   storage. 

3.  For  pure  water: 

a.  Wells  and  water  systems. 

b.  Stream    protection    and    filtration. 

c.  Sewage  disposal. 

4.  For  exercise: 

a.  Gymnasiums. 

b.  Playgrounds. 

c.  Athletic  fields. 

d.  Skating  ponds. 

5.  For  cleanliness: 

a.  Disposal  of  household  waste. 

b.  Street  cleaning. 

c.  Public   baths. 

6.  To   avoid   contagion: 

a.  Medical   inspection    for    schools. 

b.  School  nurses. 

c.  Vaccination. 

d.  Quarantine — local,    state,    national. 
6.  Insect  extermination. 


GRADES  VII  AND  VIII  95 

(Give  a  ten  minute  talk  on  the  life  and  work  of  Colonel  W.  C. 
Gorgas  in  Cuba  and  Panama.) 

7.  To  restrict  use  of  drugs: 

a.  Temperance   societies. 

b.  Regulation  of  sale  and   manufacture  of  alcholiol   and  tobacco 

and    drugs. 

8.  To   regulate   working   hours   and   conditions: 

a.  Properly  equipped  schools. 

b.  Child  labor  laws. 

c.  Factory   inspection    and   regulation. 

d.  Consumer's  leagues. 

e.  Child    labor    associations. 

9.  Miscellaneous  agencies: 

a.  Ambulance  service. 

b.  Hospitals. 

c.  Vital  statistics. 

d.  Baby-saving    campaigns. 
IV.     Responsihility  of  the  Citizen. 

(See   Bulletin   No.    23—1915,    pp.    16-19.) 

The  teacher  should  impress  upon  each  pupil  a  sense  of  responsibility  and 
right  action.  This  can  grow  out  of  a  proper  conception  of  one's  community 
relations — vital  interest  is  necessary  and  then  one  will  desire  to  act.  Kach 
pupil  will  have  a — 

(1)  Sense  of  responsibility. 

(2)  Desire  to  act. 

(3)  Knowledge  of  how  to  act. 

A  distinction  should  be  made  between  the  present  and  future  civic  duties 
of  high-school  pupils.  They  have  some  civic  responsibilities  now;  others 
await  them  in  adult  life.  The  teacher  should  be  careful  to  cultivate  the 
kind  of  things  for  which  pupils  should  assume  responsibility  now. 

Questions  similar  to  the  following  ones  may  prove  helpful  in  an  attempt  to 
cultivate  the  feeling  of  responsibility. 

"If  you  suspect  that  your  water  supply  is  polluted,  how  will  you  proceed 
to  verify  your  suspicions? 

"If  you  find  that  it  is  polluted,  what  should  you  do  about  it?" 

"What  should  your  father  do  about  it?" 

"Under  what  conditions  should  complaint  be  entered?" 

"Who  should  enter   it?" 

"Before  whom  should  it  be  laid,  and  by  what  method?" 

"If  your  community  needs  a  new  water  system,  how  may  a  citizen  pro- 
ceed to  arouse  public  opinion  in  the  matter?" 

Recent  investigations  have  shown  that  the  hoalth  of  people  in  a  well 
regulated  city  is  better  than  in  the  country.  Why  should  this  be  true? 
Why  is  the  vacant  lot  frequently  a  menace  to  health?  Do  you  know  of 
such  a  lot? 

Distinguish  between  personal  and  public  hygiene.  During  recent  years 
our  attention  has  frequently  been  called  to  the  necessity  of  destroying  flies. 
What  relation  has  such  a  campaign  to  the  "clean  up  week"  or  to  the  matter 


96  COURSE  IN  CITIZENSHIP 

of  garbage  removal  and  disposal?    Would  you  favor  a  law  making  it  illegal 
to  have  an  open  well  in  your  yard  in  your  city?     Explain. 

What  about  the  milk  you  use  in  your  home  each  day?  Where  does  it 
come  from?  If  you  live  on  a  farm  do  your  folks  at  home  take  care  to  keep 
the  milk  clean  and  pure?  What  precautions  have  health  officers  taken  to  in- 
sure a  supply  of  pure  milk  to  those  people  who  buy  milk?  How  can  you 
add  to  the  precautions  already  provided  by  law  to  insure  pure  food?  Do 
the  farmers  or  dairy  men  in  your  community  have  cows  examined  and 
tested  for  tuberculosis?  What  is  the  advantage  of  health  inspection  in 
all  places  in  which  foods  are  produced  or  stored?  What  precautions  ought 
to  be  taken  when  an  epidemic  of  disease  breaks  out  in  your  community? 
Who  are  the  health  officers  in  your  community?  Why  do  some  people  object 
to  vaccination?  Do  you  believe  in  medical  inspection  for  all  children  in 
our  public  schools?  Is  a  hospital  a  good  investment  for  a  community?  How 
much  sleep  is  necessary  to  preserve  good  health?  Name  the  officers  who 
constitute  the  Board  of  Health  in  your  community,  such  as  the  township, 
the  county,  the  town  or  city,  and  the  state.  Discuss  the  subject  of  sewer 
disposal  in  towns  and  cities.  Should  the  sewage  of  any  town  or  city  empty 
into  the  river  or  any  other  stream  of  water?     Why  not? 

TOWN  PLANNING 
Ap2)roac1i  to  the  Topic. 

The  appearance  of  a  community  is  usually  the  first  thing  to  attract  the 
attention  of  a  stranger.  We  all  realize  the  value  of  first  impressions  and 
many  of  us  have  expressed  our  ideas  of  a  city  in  unfavorable  terms  after  a 
very  brief  visit.  Almost  every  community  is  proud  of  some  of  its  improve- 
ments and  ashamed  of  its  dark  alleys  and  dirty  tenements. 

A  good  appearing  neighborhood  is.  an  asset  for  tn  j  erty  values  are 

bound  to  be  higher.     A  properly  planned  city  is  as  easily  recognized  as  a 
properly  planned  house  and  both  are  desirable  places  in  which  to  live. 
How  the  community  provides  for  civic  beauty. 

The  study  should  proceed,  as  usual,  from  the  familiar  to  the  unfamiliar, 
being  as  closely  related  as  possible  to  the  pupil's  interest.  The  appearance 
of  the  school  building  and  grounds,  of  the  street  and  parks  is  of  common 
interest  to  all.  The  following  list  of  topics  will  not  be  studied  'with  equal 
detail.  In  each  case,  however,  the  pupil  should  be  lead  to  inquire  as  to  whom 
has  been  given  or  has  assumed  responsibility,  and  how  the  work  is  done. 

List  of  Agencies: 

1.  Beauty  in  the  home. 

Appearance. 

Paint. 

Window    boxes. 

Care  of  lawns. 

Care   of  gardens,   trees,    etc. 

2.  Beauty  in  school. 

Interior  decoration. 
School   architecture. 
Improvement  of  grounds. 
School  gardening. 


GRADES  VII  AND  VIII  97 

3.  Beauty   in  the  street. 

The  street  plan. 
Construction  and  repair. 
Cleanliness. 
Provision  for  rubbish. 
Unsightly   objects 

Poles 

Billboards 
Care  and  preservation  of  trees. 
Lighting   at   night. 

4.  Parks,    parkways,    boulevards    and    water-fronts. 

5.  The  zone  system. 

Grouping  of  public  buildings. 
Industrial  sections. 
Residential   sections. 
Business  section. 

6.  Preservation   of  natural   beauty. 

Local,  state  and  national. 

7.  Miscellaneous. 

Smoke  abatement. 

Vacant  lots  and  alleys. 

Mutilation  of  public  buildings. 
Responsibility  of  the  Citizens. 

The  beauty  of  the  city  as  a  whole  depends  upon  the  care  which  the  indi- 
vidual householder  and  his  family  take  with  regard  to  the  appearance  of 
their  own  premises  and  the  care  which  each  individual,  old  and  young,  takes 
not  to  litter  the  streets  and  parks  with  papers  and  refuse,  to  deface  the 
walls  and  fences,  to  injure  plants  and  trees,  to  destroy  birds.  Boys  and 
girls  should  do  much  in  any  community  in  the  work  of  home  beautification, 
in  gardening  and  in  helping  to  create  the  right  civic  spirit. 

PLANNING  A  RURAL  COMMUNITY 
HOME  PLANNING 

The  time  has  come  when  rural  people  will  be  as  careful  in  planning  the 
community  in  which  they  live  as  are  the  people  in  the  town  or  the  city. 
A  country  community  can  often  be  beautified  and  made  to  have  the  appear- 
ance of  refinement  and  culture  as  well  as  can  a  city.  Farm  houses  ought 
to  be  located  on  beauty  spots.  Houses  ought  to  be  planned  and  located  the 
proper  distance  from  the  public  road.  The  yards  ought  to  be  beautified  with 
trees  and  flowers,  and  beautiful  lawns  and  neat  yards,  fences  and  walks 
and  drives  are  as  much  appreciated  by  country  people  as  are  the  same  im« 
provements  appreciated  by  city  people.  Rural  school  houses  and  churches 
ought  to  be  well  and  appropriately  located. 

Farmers  can  easily  arrange  their  farm  buildings  so  as  to  guard  against 

loss  by   fire   by   placing   barns,  granaries,   sheds,   etc.,   some   distance  apart. 

Farm  buildings  can   be  located  in  such  manner  as  to  cause  drainage  away 

from    the   house,   and    wells   should    be   located    on   a   rise   of   ground    so    as 

7 


98  COURSE  IN  CITIZENSHIP 

to  prevent  surface  water  from  contaminating  the  well.  Well  painted  houses 
and  barns  are  as  necessary  in  the  country  as  are  well  painted  houses  in  the 
towns  or  cities.  Every  farm  home  ought  to  be  provided  with  screened 
porches  and  every  farm  home  ought  to  have  a  sleeping  porch.  Every 
farmer  ought  to  have  an  ice  house  on  his  farm  and  a  refi-igerator  in  his 
kitchen.  Every  farm  community  ought  to  have  a  consolidated  school  and 
a  building  large  enough  to  adequately  house  the  school  activities  and  in  ad- 
dition it  ought  to  be  designed  for  use  as  a  community  center  and  be  pro- 
vided with  all  the  modern  equipment  for  the  entertainment  of  young  people. 
Practical  Suggestions — 

1.  Prepare  a  plan  of  our  community.     The  main  features  of  the  present 

plan  ought  to  be  incorporated,  but  suggested  improvements  in  loca- 
tion of  streets,  and  boulevards,  and  parks  should  be  introduced. 
This  will  constitute  an  "ideal  plan"  based   upon   actual   conditions. 

2.  Write  a  paper  giving  your  notion  of  "What  a  Civic  Center  Should  Be." 

This  paper  ought  to  be  at  least  500  words  in  length. 

3.  At  the   close   of  the   topic  "City   Planning"   each  pupil   should  be   re- 

quired to  submit  a  list  of  ten  things  he  can  do  to  make  his  com- 
munity a  more  beautiful,  healthful,  and  convenient  one  in  which  to 
live. 

Special  problems. 

1.  Find  out  and  trace  whatever  evidences  there  may  be  of  definite  plans 

to  guide  and  curb  the  growth  of  Des  Moines.     Hughes,  28-30. 

2.  Make  a  special  report  on  the  river  front  improvement.     Hughes  p.  30. 

3.  What  evidence  can  you  find  of  an  attempt  to  group  Des  Moines  public 

buildings? 

4.  What  similarity  do  you  notice  from  a  study  of  the  picture  on  page  31 

in  your  text  and  conditions  of  topography  in  your  community? 

5.  Make  suggestions  for  the  rearrangement  of  the  streets  of  your   city. 
5.     Tell  of  an  attempt  in  some  new  addition  to  lay  out  the  streets  according 

to  a  scientific  plan. 

7.  Do  you  know  of  any  paved  street  that  has  not  stood  the  wear  very 

well?    What  cause  can  you  give  for  it? 

8.  Different  paving  materials  have  different  wearing  qualities.     Give  il- 

lustrations on  actual  streets  in  your  neighborhood. 

9.  What  is  a  franchise?     State  some  of  its  chief  evils.     State  as  clearly 

as  you  can  the  franchise  difficulties  of  our  community  relative  to 
transportation. 

10.  How  can  we  justify  the  expenditure  of  large  sums  of  money  by  our 
*  government  for  parks  and  playgrounds? 

11.  Bring  to   class  three  particularly   unsightly  places — make   suggestions 

for  remedying  them. 

12.  What  has  our  community  done  in  the  matter  of  civic  centers?    Would 

you  favor  the  erection  of  more  civic  centers  to  be  paid  for  out  of 
the  funds  of  the  city? 

13.  Make  suggestions  as  to  the  elimination  of  noise  from  the  streets. 


GRADES  VII  AND  VIII  99 

THE  HIGHER  LIFE  IN  THE  COMMUNITY 
Approach  to  the  Topic 
In  the  preceding  lessons  the  class  has  been  lead  to  see  how  the  community 
provides  for  the  physical  well-being  of  the  citizens.  The  class  also  realize 
that  to  secure  the  highest  state  of  efficiency  provision  for  recreation  is  as 
vital  as  proper  rest.  Here  cessation  from  work  is  not  rest  nor  recreation 
and  the  difference  between  recreation  and  dissipation  should  be  made  clear. 
It  should  be  shown  that  recreation  really  invalues  social  and  intellectual 
interests  as  well  as  being  mere  physical  enjoyment  and  recuperation. 
Recreation  maj^  at  times  consist  in  mere  change  of  occupation.  Recreation 
depends  upon  the  possession  of  leisure,  the  existence  of  adequate  facilities, 
and  knowledge  of  how  to  use  leisure  and  the  facilities. 

HOW  THE  COMMUNITY  PROVIDES  FOR  RECREATION 

To  what  extent  are  there  people  in  our  community  who  have  not  suffi- 
cient leisure  for  recreation?  How  is  it  in  the  case  of  women?  Of  children? 
What  causes  deprive  people  of  leisure  in  our  community?  Which  affords 
greater  leisure,  rural  or  city  life?  What  attempts  are  being  made  to  in- 
crease the  leieure  of  men  and  women? 

Are  facilities  for  recreation  in  our  community  adequate?  List  such  facil- 
ities as  you  can.  Are  these  facilities  open  to  all  classes  of  people?  Are 
they  accessible  to  all  as  far  as  location  is  concerned?  Would  you  call  a 
public  library  a  means  of  recreation?  A  saloon?  A  movie  house?  A  civic 
center?  A  club?  Is  our  community  doing  all  it  might  do  in  providing  facili- 
ties of  this  character?  Many  people  do  not  know  how  to  take  proper  rec- 
reation. Improper  recreation  is  worse  than  none.  Name  some  kinds  which 
you  consider  improper.  State  advantages  of  supervised  play — disadvantages 
too.  Explain  the  value  of  the  censorship  of  moving  pictures,  the  super- 
vision of  dance  halls,  the  regulation  of  high  school  social  activities, 

RECREATIONAL    AGENCIES 

School  recess.  Picnic  grounds.  • 

Play   gi'ounds — rural   and  town.  Theaters. 

Athletic    associations.  Circuses. 

Gymnasiums.  Public   gardens. 

Bowling  alleys.  Libraries,  museums. 

Public  baths.  Summer   camps. 

Dance  halls.  National,  state,  city  parks. 

Public   concerts.  Boy   scouts. 

Ball  grounds.  Camp  Fire  girls. 

Skating   ponds.  Y.  W.  and  Y.  M.  C.  A. 

RESPONSIBILITY   OF   THE   CITIZEN 

The  foregoing  discussion  should  Impress  upon  the  pupils  the  vital  need 
for  adequate,  wholesome,  moderately-prired  recreation  both  from  the  stand- 
point of  self-interest  and  of  communuity  welfare.  One  needs  to  cultivate 
judgment  in  the  choice  of  recreation  and  to  develop  thoughtfulness  regard- 
ing the  comfort  and  convenience  of  others,  a  proper  sense  of  co-operation 
and  regard  for  the  "rules  of  the  game". 


100  COURSE  IN  CITIZENSHIP 

SUGGESTED   QUESTIONS 

1.  What  people  in  our  community  do  not  have  leisure  for  recreation? 

2.  How  many  hours  a  week  are  women  allowed  to  work  in  Iowa?     Chil- 
dren under  sixteen  years  of  age? 

3.  Are    the    poorer   sections    of   our    community    well    provided    with    play 
gi-ounds? 

4.  Make   a  complete  list  of  all   recreation   facilities   in  our  community. 

5.  Do  any  of  the  churches  provide  gymnasiums?     Should  they  do  so? 

6.  What  things  are  you  studying  in  school  that  will  help  you  enjoy  your 
leisure   time? 

7.  Do  any  of  the  factories  or  business  houses  have  athletic  teams? 

8.  Does  your  rural  community  have  a  base  ball  team? 

9.  How   many   play    supervisors   does   your   city   employ?     Is   the  number 
sufficient? 

10.  Give  reasons  for  your  attitude  on  the  question  of  spending  public  money 
for   public   musical    concerts. 

11.  How  may  you  turn  a  vacant  lot  into  a  private  recreation   center? 

12.  Does  our  city  have  a  board  of  censorship  to  select  films   suitable   for 
children? 

13.  Is  there  a  need  in  your  city  for  "recreation  streets"   where  traffic  is 
kept  off  so  that  children  may  play  in  safety? 

14.  Does  your  rural   community  have  a  community   center  building? 

EDUCATION 

Approach  to  the  Topic 
It  is  not  always  easy  for  the  boy  and  girl  to  see  the  value  of  the  educa- 
tion which  the  school  gives.  This  may  be  due  to  two  things:  a  lack  of 
understanding  and  foresight,  and  to  real  failure  of  the  school  to  meet  the 
needs  of  the  pupil.  We  all  ought  to  come  to  a  full  realization  of  what  the 
school  is  doing  and  what  it  fails  to  do.  However  this  may  be  we  can  all 
be  lead  to  an  appreciation  of  the  ever  expanding  of  educational  facilities 
with  a  view  to  more*  adequately  meeting  present  day  needs.  More  money 
is  spent  annually  for  public  education  than  for  any  other  one  phase  of 
government  activity  in  both  state  and  city.  How  much  does  Iowa  spend 
yearly  on  education?  How  much  annually  do  we  spend  in  Des  Moines  on 
our  schools?  How  much  upon  elementary  education?  How  much  upon  sec- 
ondary?   Is  this  difference  in  cost  per  pupil  justifiable?     Why? 

HOW   THE   COMMUNITY   PROVIDES    FOR   EDUCATION 

Education  ought   to  accomtiUsli   the  following  ends: 

1.  It  ought   to  help  you  to  become  self-supporting  by  helping  you  to  dis- 

cover the  vocation  for  which  you  are  best  adapted  and  by  helping  in 
your  preparation  for  that  vocation. 

2.  From   the  standpoint  of  the  community   it  ought   to   increase  your  effi- 

ciency as  a  contributor  to  the  economic  prosperity  of  the  community, 
and  thereby  also  contribute  to  your  own  self-respect. 

3.  It  ought   to   Increase  your   capacity   for   enjoyment   of  your   work   and 

for  enjoyment  and  wise  use  of  leisure. 


GRADES  VII  AND  VIII  101 

4.  It  ought  to  stimulate  your  desire  and  develop  your  ability  to  participate 

wisely  in  the  affairs  of  your  community. 

5.  It  ought  to  cultivate  your  appreciation  of  life  in  all  its  aspects.    These 

points  may  be  discussed  in  order  to  bring  out  the  reason  why  public 
education  should  be  provided. 

HOW   THE   COMMUNITY   PROVIDES   FOR   EDUCATION 

Course  of  study. 

What  changes  have  been  made  in  your  course  of  study  during  the  last 
few  years?  What  has  been  the  purpose  of  these  changes?  What  further 
changes  are  in  prospect?  What  courses  do  you  think  should  be  introduced 
in  your  school?  What  course  ought  to  be  changed  or  dropped?  Do  you 
think  that  the  studies  you  are  taking  have  a  direct  value  to  you?  Can 
you  suggest  any  changes  that  would  make  any  study  more  useful  to  you? 
Administj-ation. 

Describe  in  a  brief  way  the  administration  of  your  school  explaining 
the  duties,  and  responsibilities  of  teachers,  room  teachers,  principal,  super- 
intendent and  school  board.  What  responsibilities  have  you  in  the  conduct 
of  the  school?  Discuss  ;he  advantages  of  pupil  participation  in  school  gov- 
ernment. What  is  the  relation  between  the  school  authorities  and  the  city, 
county  and  state  governments? 
School  attendance. 

Between  what  ages  is  school  attendance  compulsory  in  Iowa?  What  steps 
must  be  taken  to  obtain  work  permits?  Are  all  pupils  eligible?  What 
restrictions  are  there  as  to  the  kinds  of  employment  that  may  be  secured 
by  minors?  How  are  truancy  laws  enforced  in  your  school  community? 
What  proportion  of  pupils  complete  the  elementary  school;  enter  the  high 
school;  complete  the  high  school?  Give  causes  of  pupils  leaving  school. 
What  steps  have  been  taken  to  prevent  retardation  and  elimination? 
The  School  as  a  Factor  in  the  Process  of  Americanization. 

The  democratizing  influence  of  the   school  should  be  made  clear  by  the 
teacher.     Advantages  of  the  public  school  over  the  private  schools  should 
be  eet  forth  fully.     (See  Bogardus,  on  Americanization.) 
Co.1t  of  the  School. 

How  much  will  high  school  education  in  your  community  cost  this  year? 
IIow  much  of  this  is  for  instruction?  What  is  the  value  of  this  school 
plant?     Plow  is  the  money  raised  for  school  purposes? 

LIST   OP  AGENCIES  CONCERNED   IN   EDUCATION 

Kindergarten. 

Consolidated  schools. 

Elementary  schools — rural  and  town. 

High  schools. 

Higher   institutions. 

Private   schools. 

Correspondence  schools. 

Summer   Chautauqua. 

Winter  reading   circles. 

Schools   for  defectives. 


102  COURSE  IN  CITIZENSHIP 

Classes  for  immigrants. 

y.  M.  C.  A. 

Civic  clubs. 

Literary  and  Debating  clubs. 

Public  lectures  and  sermons. 

Libraries. 

Museums  and  art  galleries. 

Theaters    and    motion    pictures. 

Newspapers   and   periodicals. 

Parent-Teacher's  Associations. 

U.  S.  Bureau  of  Education. 

Summer,  evening  and  special  schools. 

Corporation  schools. 

RESPONSIBILITY   OF    THE   CITIZEN 

In  attending  school  the  pupil  is  participating  in  the  real  life  of  the  com- 
munity and  the  community  expects  every  boy  and  girl  to  attend  school 
and  to  do  his  part  to  the  best  of  his  ability.  The  pupil  must  co-operate 
with  the  school  and  be  loyal  to  its  aims  and  purposes.  Diligence  in  study 
and  regularity  in  attendance  are  within  the  power  of  nearly  every  boy  and 
girl.  The  pupil  who  is  doing  less  than  his  best  is  failing  to  that  extent. 
It  may  also  be  said  that  pupils  are  in  a  measure  responsible  for  the  progress 
of  other  members  of  the  class  and  for  the  proper  use  and  care 
of  the  public  property  represented  in  the  scbool  equipment,  and  the 
kind  of  schools  we  have  in  the  community.  The  pupils  can  "make  or  break"  the 
school.     "This  life  is  what  we  make  it"  and  school   is  but  a  phase  of  life. 

Make  a  list  of  the  great  educational  leaders  among  the  men  and  women 
of  America  and  outline  the  life  and  career  of  each  according  to  the  following 
outline: 

1.  When  and  where  born  and  reared? 

2.  Early  training  and  preparation  for  work  of  education. 

3.  What  positions  of  honor  or  recognition  were  held? 

4.  What  did  this  man  or  this  woman  contribute  to  American  life? 
Prepare  a  ten  minute  talk  about  each  of  the  following  educational  leaders 

in  Iowa.     Follow  the  suggestions  given  above. 
T.  S.  Parvin.  Amos  N.  Currier. 

William  Beardshear.  Henrj'  Sabin. 

Josiah    L.   Pickard.  James  Wilson. 

William  F.  King.  Thos.  H.  McBride. 

James  C.  Gilchrist.  Homer  H.  Seerley. 

TRANSPORTATION 

Introduction.  Our  modern  civilization  would  be  impossible  without  easy 
and  rapid  transportation.  This  constitutes  an  indispensible  element  of 
welfare  to  the  modern  community.  In  spite  of  this  fact  we  have  only  re- 
cently come  to  realize  that  transportation  is  a  public  matter  and  one  in 
which  the  community  should  exercise  such  control  that  the  interest  of  the 
citizens  may  be  protected.  It  is  important  to  relate  this  topic  to  other  ele- 
ments of  welfare  that  have  been  studied. 


GRADES  VII  AND  VIII  103 

SUGGESTIVE    LESSON— APPROACH 
Approach   to  the   Topic 

An  approach  might  be  made  to  this  topic  through  some  item  in  the  news- 
papers concerning  transportation,  or  by  the  use  of  printed  material  pub- 
lished by  steamship  or  railway  lines.  Another  method  of  approach  would 
be  to  ask  how  George  Washington  travelled  when  he  went  from  Mt.  Vernon 
to  Philadelphia,  and  how  he  moved  his  armies  from  one  place  to  another. 
When  the  older  means  of  travel  have  been  described,  consider  what  means 
we  have  now  which  were  unknown  in  Washington's  time.  The  pupils 
should  suggest  not  only  the  train,  trolley,  automobile,  steamboats,  but  the 
improved  streets  and  roads  which  make  carriage  travel  easy  where  form- 
erly only  horseback  riders  could  go. 

The  historical  approach  should  make  easy  a  consideration  of  the  great 
changes  made  in  the  life  of  the  community  by  improvements  in  the  means  of 
transportation.  Let  the  pupils  make  a  list  of  the  things  which  they  use 
every  day  and  see  how  many  of  these  are  brought  into  their  community. 
Let  them  consider  one  kind  of  business  with  which  they  are  familiar  and 
see  whether  it  could  continue  successfully  if  we  had  only  the  transportation 
facilities  of  a  hundred  years  ago. 

MEANS   BY   WHICH   THE   COMMUNITY   AIDS   TRANSPORTATION 

Means  such  as  the  following  may  be  studied.  The  number  of  these  to  be 
investigated  in  detail  will  depend  upon  the  time  available  and  their  relative 
importance. 

Streets  and  highways. 

Opening  and  grading. 

Paving  and  repairing. 

Cleaning. 

Lighting. 

Street  planning. 

Public  highways  and  toll  roads. 
Bridges. 

Township  bridges. 

County  bridges. 

Town  and  city  bridges. 
Electric  railways. 

City   lines — surface,  subway,  elevated. 

Franchises. 

Contracts. 

Interurban   lines. 
Steam   railways. 

Inter  state  and  intrastate. 
Waterways. 

River  transportation. 

Steamship   line.s — inland   and   ocean. 

Canals. 
Automobile  trucks. 
Aeroplanes — passenger,  mail  carriers. 


104  COURSE  IN  CITIZENSHIP 

Before  taking  up  this  lesson  tlie  teacher  should  refer  to  the  lesson 
on  cleanliness  under  the  topic  of  Health  and  to  the  lesson  on  streets  under 
the  topic  of  Civic  Beauty.  The  emphasis  in  this  lesson  should  be  placed 
not  so  much  on  the  cleanliness  or  beauty  as  on  the  usefulness  and  conven- 
ience of  the  streets  as  a  means  of  transportation.  A  good  approach  might 
be  made  by  asking  the  pupils  to  make  maps  of  the  neighborhood,  indicating 
upon  them  the  kinds  of  paving  and  the  condition  of  repair.  The  class  may 
then  discuss  the  various  kinds  of  paving  and  their  relative  advantages.  It 
is  desirable  to  have  samples  of  the  chief  varieties  to  examine  in  the  class- 
room. The  discussion  should  touch  upon  the  importance  of  smooth  and  dur- 
able paving  as  an  aid  to  rapid  and  safe  vehicular  traffic.  The  class  should 
know  how  and  by  whom  repairs  are  made. 

Referring  to  their  own  maps  of  the  neighborhood  and  to  a  larger  map 
of  the  whole  city,  the  teacher  may  call  the  attention  of  the  pupils  to  the  de- 
lay in  the  passage  of  vehicles  caused  by  the  checkerboard  plan  and  the 
narrow  streets,  and  the  advantages  offered  by  the  diagonal  streets  where 
they  exist,  and  by  wide  thoroughfares. 

The  maps  made  by  the  pupils  may  be  used  again  to  mark  the  position  of 
the  lights  in  the  neighborhood.  The  teacher  may  ask  such  questions  as — 
"Where  are  the  street  lights  located?"  "How  many  are  there  to  each 
block?"  What  kinds  of  lights  are  used?"  "What  is  the  importance  of 
lighting  in  connection  with  transportation?" 

If  the  school  is  located  in  a  newly  built  section  of  the  community  it  will 
be  easy  to  bring  up  the  subject  of  the  opening  of  new  streets  or  new  roads 
as  an  aid  to  transportation.  The  pupils  may  consider  how  new  streets  are 
put  upon  the  plan,  and  how  they  are  graded,  paved  and  lighted.  If  the 
school  is  located  in  an  older  section  the  open  portions  of  the  community 
map  may  be  used  to  lead  up  to  the  subject. 

SUGGESTIVE   LESSON— ELECTRIC   RAILWAYS 

On  the  maps  of  the  neighborhood  which  are  made  for  the  study  of  streets 
or  roads  the  pupils  might  place  the  electric  car  lines  of  the  vicinity  and  in- 
dicate the  direction  and  route  of  each.  Pupils  who  have  ridden  on  these 
lines  may  tell  where  the  cars  took  them.  They  may  suggest  the  places 
where  most  people  would  want  to  go  and  decide  whether  these  lines  take 
them  there  quickly,  conveniently  and  cheaply.  An  interesting  argument 
might  easily  arise  on  the  question  "Has  the  community  a  right  to  insist 
upon  quick,  cheap  and  convenient  transportation?"  If  it  has,  what  im- 
provement should  the  people  of  this  neighborhood  seek  to  have  made? 
Light  may  be  thrown  upon  this  subject  by  comparison  with  other  localities 
in  the  community,  using  a  map  of  the  traction  system.  Reports  may  be  made 
on  fares  and  conveniences  in  other  localities  if  the  teacher  thinks  it  wise 
to  attempt  this. 

The  pupils  will  readily  see  that  the  community,  instead  of  providing  itself 
with  transit  facilities  as  it  does  with  water,  is  entrusting  most  of  this  work 
to  a  corporation.  The  teacher  should  impress  upon  them  that  the  community 
owns  the  streets  and  roads  and  has  given  the  right  to  use  to  the  company 
in  return  for  services  and  payments.  They  should  learn  the  meaning  of  the 
words  "franchise"  and  "contract"  as  used  in  this  connection.    In  order  that 


GRADES  VII  AND  VIII  105 

the  community  may  see  that  the  transportation  service  is  well  performed 
we  have  a  Department  of  the  City  Transit  and  a  state  Railroad  Commission, 
appointed  by  the  Governor,  whose  duty  it  is  to  protect  the  interests  of  the 
people.  If  there  is  anything  in  the  daily  news  about  the  subject  the 
teacher  should  take  care  to  utilize  it. 

The  transit  question  is  such  an  important  one  that  the  teacher  should 
have  maps  of  any  contemplated  importance,  contrasted  with  the  older  lines, 
and  try  to  make  these  clear  to  the  pupils.  The  class  will  be  interested  in 
considering  the  time  and  money  estimated  to  be  saved  to  the  members  of 
the  community  when  these  improvements  are  put  into  operation. 

SUGGESTIVE   LESSON— STEAM    RAILWAYS 

Maps  furnish  the  best  means  of  making  this  subject  clear,  but  the  teacher 
must  be  careful  not  to  have  the  lesson  become  one  in  geography.  The  map 
is  only  to  help  to  show  the  community  interest  in  transportation.  On  an 
outline  map  of  the  city  locate  the  lines  of  steam  railways  and  their  ter- 
minals, the  class  furnishing  the  information  when  possible.  It  will  be 
still  better  to  have  the  pupils  use  individual  small  outline  maps  of  the  city, 
if  these  can  be  had.  At  the  places  where  the  lines  leave  the  city  have  the 
pupils  write  the  names  of  the  chief  points  to  be  reached  by  each  line. 
Next  show  them  a  railroad  map  of  the  United  States,  and  have  them  trace 
out  the  principal  routes  and  show  their  importance  to  trade.  Discuss  the 
necessity  for  regularity  and  frequency  of  trains  between  the  different  parts 
of  the  country.  What  would  happen  to  us  if  all  trains  should  stop  entering 
Chicago  for  a  week  or  two?  What  would  happen  to  us  if  all  the  roads 
should  double  their  rates  on  freight  such  as  coal,  flour  and  meats?  Let 
the  class  apply  what  they  have  learned  in  their  geography  as  to  the 
sources  of  our  supplies  of  food  and  fuel. 

The  pupils  will  easily  see  that  the  community,  instead  of  providing  itself 
with  these  transportation  facilities,  is  dependent  upon  the  railroad  cor- 
porations owned  and  operated  by  private  individuals.  The  question  will 
naturally  arise  as  to  what  the  community  does  to  see  that  these  most  im- 
portant duties  are  performed  satisfactorily.  The  class  may  be  reminded 
of  the  state  railroad  commissioners  and  their  power  mentioned  in  a  previous 
leoson.  _  Several  pupils  may  read  about  the  woik  of  tlie  Interstate  Commerce 
Commission  and  leport  to  the  class. 

The  teacher  should  not  neglect  this  opportunity  to  review  the  relation 
of  the  state  and  of  the  na'ional  government  in  this  matter.  There  should 
be  in  the  hands  of  each  pi;nil  a  copy  of  the  constitution  of  the  United 
States  for  reference  in  this  as  in  all  lessons  where  it  is  needed.  Here  they 
should  read  again  the  clause  giving  power  over  interstate  commerce  to  Con- 
gress, and  explain  why  that  does  not  interfere  with  the  action  of  the  state 
commission. 

In  conclusion,  the  toachfr  should  make  it  clear  that  transportation  differs 
from  other  elements  of  welfare  so  far  studied,  except  communication,  in 
that  the  cjsn.munity  does  not  as  yet  provide  itself  with  most  of  the  mcan-ii 
^if  trajisj)c^r;*ation  but  entrusts  the  work  to  [)rivate  agencies, 


lOG  COURSE  IN  CITIZENSHIP 

SUGGESTIVE     LESSON— SUMMARY     OF    GOVERNMENTAL    AGENCIES 
FOR  TRANSPORTATION 

At  the  close  of  the  series  of  lessons  on  the  means  for  transportation  the 
teacher  should  develop  with  the  class  a  blackboard  outline  which  will  show 
the  machinery  of  government  which  helps  to  secure  this  element  of  welfare. 

TRANSPORTATION 

Township — Board  of  Trustees,  Road  Supervisor. 

County — Board    of    Supervisors,    County    Engineer. 

City — Mayor,  Street  Commissioner. 

State — Governor,    State    Highway   Commission 

Nation — President,    Interstate    Commerce    Commission. 

RESPONSIBILITY  OF  THE  CITIZEN 

The  maintenance  of  good,  convenient  and  cheap  transportation  facilities 
is  dependent  upon  organized  public  opinion.  No  government  will  pass  or 
enforce  laws  for  the  assistance  of  the  people  unless  the  people  so  demand. 
It  is  the  duty  of  the  citizen  to  know  what  the  community  needs  and  to 
ask  for  it  through  various  private  organizations.  Many  good  laws  and 
ordinances,  when  secured,  are  not  enforced  because  there  is  no  feeling  in 
favor  of  their  enforcement. 

Moreover,  citizens  should  feel  responsibility  for  doing  the  little  things 
that  they  can  do  as  individuals.  To  move  up  in  the  street  car  when  the 
conductor  asks  it,  to  have  the  fare  ready  when  one  enters  the  car,  to  cross 
the  street  at  the  regular  crossings,  to  obey  the  traffic  policemen— all  these 
are  ways  of  giving  assistance  and  of  helping  in  the  enforcement  of  chs  law. 

WEALTH 

Introduction.  In  dealing  with  the  topic  of  wealth  the  teacher  I'lus^ 
remember  that  this  is  a  course  in  comiaunity  civics  and  not  in  economics 
In  order  to  maintain  this  point  of  view,  it  may  be  well  for  the  teacher 
to  recall  the  definitions  of  the  "good  citizen"  and  of  "community  civics" 
The  citizen,  however,  must  be  a  user  and  usually  a  producer  of  wealth 
The  use  ard  production  of  wealth  have  their  civic  bearings  and  it  is  some 
of  rnese   tl:at  the   lessons   are   intended   to   point   out. 

SUGGESTIVE  LESSON— APPROACH 
A.  Approach  to  the  Topic 
The  teacher  might  introduce  this  topic  by  asking  the  pupils  what  their 
fatners  and  the  other  grown  people  in  the  neighborhood  are  doing  while 
the  children  are  in  school.  The  answer  "Working,"  may  be  followed  by 
the  quepiion  "At  what?"  As  the  various  answers  are  given,  the  teacher 
should  list  the  occupations  mentioned  by  the  pupils.  When  a  fairly  good 
list  has  been  developed,  the  teacher  may  ask  the  question  "For  what  are 
these  people  working?"  The  answer  will  probably  be  "To  get  money." 
By  means  of  a  few  simple  questions  tte  pupils  should  be  led  to  see  thai 
the  money  which  these  people  earr  is  of  value  only  in  that  it  enables 
them   to  purchase   the   many    things    which    they   need.     A   brief   discussion 


GRADES  VII  AND  VIII  107 

may  follow  on  some  of  the  things  which  we  need  to  satisfy  our  desires. 
It  will  be  easj^  to  get  from  the  class  a  list  of  the  more  important  items  of 
food,  clothing  and  shelter.  All  of  these  things  are  produced  at  a  cost  of 
work  on  the  part  of  some  one.  They  represent  some  of  the  material  things 
for  which  men  are  willing  to  work.     We  call  these  things  "wealth." 

In  a  following  civics  period  the  teacher  should  try  to  have  the  pupils 
get  a  bird's  eye  view  of  the  means  by  which  the  community  provides  for 
the  production  and  use  of  wealth.  A  discussion  of  the  things  most  in 
evidence  in  a  community,  outside  of  the  purely  residential  districts,  will 
make  mention  of  stores  and  office  buildings,  of  factories,  of  transportation 
lines,  of  people  hurrying  to  and  from  or  at  work  in  their  offices,  factories 
or  stores.  All  the  people  are  engaged  in  some  form  of  production,  exchange 
or  use  of  wealth. 

B.     Means   by  Which  a  Community  Promotes   Wealth 
Means  such  as  the  following  may   be   studied.     The   number  of  these  to 
be    investigated  in   detail   wuU    depend    upon    the    time    available   and    their 
relative   importance. 
Sources  of  Wealth. 

Natural  resources  of  our   country. 

Raw  materials. 

Men  and  women  to  work  up  these  materials. 

Manufacturing  plants. 

Stores   and   warehouses. 

Railroads,  steamships,   and   other  forms  of  transportation. 

Telegraphs,  telephone,  postal  service,  and  other  forms  of  communication. 
Migration. 

Transportation. 

Communication. 

Associations  to  protect  travelers. 

Special  classes  for  immigrants. 

Naturalization. 
Voluntary  organizations  concerned  in  industry. 

Boards  of  trade,  chambers  of  commerce. 

Associations  of  manufacturers,   merchants,  professional   men. 

Labor  unions. 

Employment   bureaus. 

Farm    Bureau    Association. 
Spending  and  Saving. 

Family  budgets. 

Banks — school,  savings,  national,  postal  savings. 

Building  and  loan  associations. 

Insurance — Life,  accident,  fire. 

Conservation  of  natural  resources. 
Government  protection,  promotion  and  control. 

For  the  employer. 
Tariff. 

Collection   of   infornuition    on    miiniifacturfs    and    trade. 
Provision    of   port    facilities. 
Lighthouses  and  coast  survey. 


lOS  COURSE  IN  CITIZENSHIP 

Patents. 

Consei'vatiou  of  natural  resources. 
For  the  employee. 

Hegulation  of  immigration. 

Regulation  of  hours   and   conditions   of  lahor. 

Workmen's  compensation. 

Pension  systems. 
For  the  consumer. 

Regulation  of  puhlic  service  utilities. 

Operation  of  public  service   utilities. 

Protection  of  property. 

Regulation  of  trusts. 

Prevention  of  fraud. 

SUGGESTIVE   LESSON— SOURCES   OF  WEALTH 

The  lesson  on  the  approach  to  the  topic  of  wealth  will  have  made  the 
pupils  familiar  with  the  definition  of  wealth  as  "all  things  for  which  men 
are  willing  to  work."  The  pupils  have  already  classified  these  under  the 
general  headings  of  food,  clothing,  shelter.  The  question  should  now  he 
raised  as  to  the  source  of  all  these  things. 

For  example,  the  pupils  will  readily  be  able  to  give  the  source  of  the 
material  which  has  been  used  in  the  construction  of-  the  school  building 
and  its  furniture.  The  wood  may  be  traced  back  through  the  cabinet  maker 
or  carpenter  shop,  the  saw  mill,  the  railway,  the  lumber  camp,  the  forest; 
the  iron  through  the  foundry,  the  railroad,  the  mine,  the  ore.  Such  tracing 
back  might  be  worked  out  for  these  and  other  materials  and  placed  on  the 
blackboard.  With  the  aid  of  the  teacher  the  class  should  be  able  to  develop 
an  outline  which  would  be  typical  of  the  source  of  many  of  the  things 
for  which  men  are  willing  to  work: 
Sources  of  Wealth. 

The   natural  resources  of   the   community:    Soil,  minerals,   waterpower, 
etc. 

The  raw  materials  from  which  the  finished  product  is  to  fee  made. 

The  workers  who  are  engaged  at  each  point  in  the  production  of  the 
desired   articles. 

The   great   systems   of   transportation   for   carrying   these   materials. 

The  mills,  factories  and  shops  where  the  finished  products  are  turned  out. 

The  stores  which  aid  in  distribution. 
From  the  outline  and  the  work  leading  up  to  it  the  pupils  should  be 
brought  to  see  the  following:  First,  that  nature  supplies  us  with  the  mate- 
rials from  which  we  make  or  develop  those  things  which  we  need  or  want; 
second,  that  our  own  efforts  and  the  efforts  of  others  are  necessary  before 
either  the  material  becomes  available  for  use  or  the  finished  product  Js 
made  possible;  third,  that  we  make  use  of  wealth  already  produced,  such 
as  railroads,  machines  and  buildings,  in  preparing  this  material  so  that  it 
shall  be  in  the  form  in  which  we  can  use  it.  Care  must  be  taken  in  handling 
this  subject  that  it  does  not  become  a  lesson  in  geography.  The  teacher 
should  make  use  of  the  geographic  knowledge  which  the  pupils  possess  in 
60  far  as  it  will  aid  in  the  development  of  the  civic  ideas  underlying  the 


GRADES  VII  AND  VIII  109 

work.     It  is  not  intended,  on  the  other     hand,  that  the  lesson  become  one 
in  economics. 

SUGGESTIVE  LESSON— MIGRATION 

This  lesson  might  be  begun  by  having  the  pupils  tell  where  their  parents 
or  grandparents  lived  when  they  were  boys  and  girls.  Instances  will  be  found 
of  families  who  lived  in  the  country  or  in  other  cities  and  who  have  moved 
into  this  city.  Again,  other  pupils  may  tell  of  parents  or  grandparents  who 
came  from  other  countries.  It  will  be  interesting  to  locate  on  an  outline 
map  the  places  from  which  the  families  represented  in  the  class  came.  The 
various  causes  which  led  these  families  to  come  should  now  be  considered. 
A  correlation  should  be  made  with  the  sixth  grade  study  of  the  industries 
and  occupations  of  the  community.  The  pupils  should  see  that  there  are 
many  causes  which  may  lead  a  family  to  migrate  from  one  part  of  the  coun- 
try to  another.  They  may  move  because  of  exceptional  opportunity  for 
obtaining  employment  or  for  transacting  business  or  for  securing  an  edu- 
cation. 

In  discussing  the  problem  of  migration  the  teacher  should  make  use  of 
the  work  which  has  been  done  under  the  topic  Transportation,  It  is  not 
intended  that  a  review  should  be  made  of  transportation  facilities,  but  the 
pupils  should  realize  the  important  part  which  railroads  and  steamships 
pl&y  in  migration.  It  will  be  interesting  to  compare  the  way  in  which  our 
ancestors  came  to  this  community  with  the  way  in  which  they  might  have 
ccme  had  they  been  living  today. 

The  method  of  approach  to  the  problem  of  immigration  will  vary  with 
the  different  sections  of  the  city  or  of  the  county  or  state.  Where  parents 
or  children  have  come  into  the  country  recently  the  natural  method  would 
be  through  the  story  of  their  own  experiences.  When  this  is  not  the  case 
the  story  of  the  immigration  station  at  Ellis  Island  will  be  interesting.  The 
pupils  will  understand  from  their  knowledge  of  the  history  of  our  country 
that  all  our  families  have  at  some  time  or  other  been  immigrants.  This  debt 
of  our  country  to  the  nations  of  Europe  should  be  brought  out  in  such  a  way 
as  to  have  the  pupils  develop  a  sympathetic  attitude  toward  the  immigrant. 

It  will  be  interesting  at  this  point  to  review  the  definition  of  a  community, 
and  to  consider  what  we  must  do  with  the  immigrant  if  he  is  to  take  his 
place  properly  among  the  people  of  our  nation.  This  discussion  will  include 
not  only  the  educational  opportunities  which  are  offered  to  prepare  an  alien 
for  citizenship,  but  also  the  successive  steps  in  the  process  of  naturalization. 
Particular  attention  should  be  given  to  this  subject  in  sections  of  the  state 
where  there  is  a  large  foreign  element. 

SUGGESTIVE  LESSON— VOLUNTARY  ORGANIZATIONS 

AIDING  INDUSTRY 

Pupils  who  are  acquainted  with  moml)ers  of  labor  unions  or  of  Farm  UurcaiL 
Associations  may  be  asked  to  find  out  what  they  can  al)out  such  organiza- 
tions: how  their  membership  is  made  up,  the  purpose  of  the  union  or  asso- 
ciation, what  they  do  for  their  members,  the  local  uni«n  of  workers  within  a 


no  COURSE  IN  CITIZENSHIP 

trade,  the  federation  of  the  unions.  These  pupils  should  then  report  to  the 
class  their  finding,  and  be  ready  if  possible  to  answer  questions  which  other 
members  of  the  class  may  wish  to  ask.  The  positive  rather  than  the  negative 
side  of  the  work  of  labor  associations  should  be  emphasized.  Bring  out  the 
idea  of  the  service  the  organization -may  render  the  community  by  protecting 
the  interests  of  the  working  man,  and  by  raising  his  wages  and  his  standard 
of  living. 

It  may  easily  be  shown  that  just  as  the  workmen  of  the  various  trades 
join  together  for  mutual  aid,  so  other  members  of  the  community  engaged 
in  the  production  or  distribution  of  wealth  have  their  organizations.  Tne 
local  business  men's  association  or  the  Farm  Bureau  Association,  of  which 
some  of  the  pupils'  fathers  may  be  members,  will  afford  an  interesting  point 
of  approach.  Pupils  may  be  assigned  to  ask  their  fathers  what  the  association 
is  doing.  They  may  bring  to  class  posters,  circulars  or  letters  used  by  this 
organization  to  boom  trade  in  the  local  stores,  or  to  advertise  the  neighbor- 
hood. The  step  from  this  to  the  treatment  of  other  organizations  of  wider 
scope  is  an  easy  one.  Local  interest  should  dictate  the  extent  and  character 
of  the  treatment.  For  example,  the  Chamber  of  Commerce  is  doing  work  for 
the  city  as  a  whole,  such  as  is  being  done  for  the  neighborhood  by  the  local 
farmer  associations.  The  teacher  should  have  at  hand  publications  of  this 
and  other  community-wide  organizations  for  the  pupils  to  examine. 

SUGGESTIVE  LESSON— SPENDING  AND  SAVING 

The  pupils  have  had  the  definition  of  wealth  and  also  a  classification  of 
the  things  which  comprise  it.  The  question  may  be  asked  as  to  how  we 
get  these  things  for  which  we  are  willing  to  work.  In  the  early  days  men 
were  able  to  produce  for  themselves  the  things  which  they  needed.  Describe 
the  life  of  a  pioneer  settler  supplying  his  own  needs  and  those  of  his 
family  without  the  aid  of  the  outside  world.  Which  of  the  tools  he  is 
using  has  he  had  to  get  from  others  before  he  could  go  off  into  the  forest? 
Compare  his  manner  of  living  and  the  wealth, which  he  may  possess  with 
those  of  a  man  in  our  own  community.  The  story  of  his  bartering  with  the 
Indians  for  furs  may  be  used  to  lead  up  to  the  question  of  trade  or  exchange 
and  the  medium  which  we  use  In  our  country  today  to  make  such  business 
pobsibie.  The  question  "What  is  the  use  of  money?"  may  now  be  raised.  It 
should  be  a  simple  matter  for  the  pupils  to  see  that  their  fathers,  while  appar- 
ently working  for  a  number  of  dollars  a  week,  in  reality  are  working  tor 
those  things  which  they  and  their  families  purchase  with  the  money  they 
receive  for  iheir  labor. 

Pupils  should  be  given  some  idea  of  the  making  of  a  family  budget.  It 
wouM  be  unwise  to  send  them  home  to  investigate  how  the  money  is  spent, 
but  cases  may  be  invented  by  the  teacher  which  will  serve  to  illustrate  how  to 
plan  wisely  for  the  spending  and  saving  of  the  family  income.  They  should 
le  made  familiar  with  the  usual  division  of  income  into  rent,  food,  clothing, 
recreation,  saving,  benevolence,  etc.,  and  sufficient  illustrations  be  given  to 
have  them  understand  the  proportion  which  might  be  allotted  to  each. 

The  pupils  themselves  may  have  money  which  they  have  earned  or  which 
has  been  given  to  them,  and  which  they  wish  to  save.    It  will  be  interesting 


GRADES  VII  AND  VIII  111 

to  consider  what  a  business  man  does  with  money  which  he  has  accumulated 
and  which  he  does  not  wish  to  spend  immediately.  This  money  is  of  value 
only  as  it  is  being  used.  What  will  he  do  with  it?  The  various  answers 
such  as  "Put  it  in  the  bank  at  interest,"  "Invest  it"  may  be  used  as  a  basis  for 
taking  up  one  of  these  subjects.  Members  of  the  class  may  be  assigned  to 
find  out  where  the  banks  in  the  neighborhood  are  located,  what  types  of 
bank  they  are,  and  something  about  how  they  do  business.  Pupils  should  be 
encom-aged  to  cultivate  the  habit  of  saving.  This  might  be  done  either 
through  the  school  bank,  if  one  exists,  or  the  nearby  savings  banks,  or  postal 
eavings. 

The  problem  of  saving  from  a  state  and  national  point  of  view  might  be 
taken  up.  The  subject  of  the  saving  of  our  forests  vvill  correlate  well  with 
the  geography  and  serve  as  a  splendid  illustration  of  what  we  are  or  should 
be  doing  to  conserve  our  natural  resources.  A  talk  illustrated  with  lantern 
slides  might  be  given  by  some  of  the  pupils.  A  few  slides  carefully  selected 
by  the  teacher,  with  a  pupil  assigned  to  talk  on  each  as  it  is  shown,  will  be 
valuable.  :Magazine  articles,  pictures  and  newspaper  clippings  should  be 
collected  for  study  and  exhibition. 

SUGGESTIVE  LESSON— GOVERNMENTAL  PROTECTION,  PROMOTION 

AND  CONTROL 

All  through  the  previous  lessons  on  wealth  the  teacher  will  have  found 
opportunities  to  show  the  government  at  work  in  connection  with  the  busi- 
ness life  of  the  community.  At  this  point  it  will  be  well  to  center  the 
attention  of  the  class  for  a  time  upon  this  governmental  activity.  It  "will 
be  seen  that  the  business  of  the  community  is  dependent  upon  the  govern- 
ment for  its  success,  because  the  government  gives  protection  and  guidanc.^: 
and  also  that  the  people  are  dependent  upon  the  government  to  regulate 
business  if  the  best  interests  of  all  are  to  be  served  alike. 

Consideration  may  be  given  to  the  assistance  which  the  government  ex- 
tends to  all  three  classes:  employer,  employee,  and  consumer.  In  response 
to  the  question  '*What  does  the  government  do  to  aid  the  employer?"  the 
pupils  may  make  mention  of  such  governmental  activities  as  the  supervision 
of  banks,  the  collection  of  information  on  manufactures  and  trade,  distri- 
bution of  farm  and  crop  bulletins,  the  protectioin  to  manufactures  given 
by  the  tariff,  and  the  provision  of  carrying  facilities.  A  few  of  the  ways 
in  which  the  government  of  community  or  city,  state  or  nation  aids  the  em- 
ployer should  be  discussed  in  detail  so  that  the  pupils  may  have  a  definite 
idea  of  what  they  mean. 

In  response  to  the  question  "What  does  the  government  do  to  aid  the  em- 
Iiloyee?"  the  pupils  may  make  mention  of  such  governmental  activities  as 
factory  and  mine  legislation,  workmen's  compensation,  and  the  control  of 
immigration.  A  few  of  the  ways  in  which  the  government  of  the  community 
or  city,  state  or  nation  aids  the  employee  should  be  discussed  in  detail  so 
that  the  pupils  may  have  a  definite  idea  of  what  they  mean. 

In  response  to  the  question  "What  does  the  government  do  to  aid  the 
consumer?"  the  pupils  may  make  mention  of  such  governmental  activities 
as  pure  food  and  drug  acts,  anti-trust  laws,  and   laws  regulating  state  and 


112  COURSE  IN  CITIZENSHIP 

interstate  commerce.  These  or  other  instances  should  be  discussed  as  sug- 
gested above.  In  all  of  this  discussion  the  teacher  should  make  use  whenever 
possible  of  the  governmental  activities  studied  under  previous  toidC3  and 
show  their  relation  to  the  topic  of  wealth. 

SUGGESTIVE     LESSON— SUMMARY     OF     GOVERNMENTAL    AGENCIES 

FOR  WEALTH 

At  the  close  of  the  series  of  lessons  on  the  means  for  wealth  the  teacher 
should  develop  with  the  class  a  blackboard  outline  which  will  show  the 
machinery  of  government  which  helps  to  secure  this  element  of  welfare. 
This  outline  should  not  be  nearly  so  elaborate  as  the  one  indicated  below, 
the  detail  there  presented  being  merely  for  the  information  and  guidance  of 
the  teacher. 


GRADES  VII  AND  VIII 


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114 


COURSE  IN  CITIZENSHIP 


C.    Responsibility   of   the   Citizen 

As  the  various  agencies  are  being  studied  the  teacher  should  strive  to 
impress  the  pupils  with  the  obligation  resting  upon  every  individual  to  be 
self-sustaining  by  his  ov^-n  work,  and  to  participate  efficiently  in  the  economic 
life  of  the  world.  They  should  be  Impressed  with  the  necessity  of  choosing 
a  vocation  wisely  and  of  adequate  preparation  for  it. 

The  business  and  industrial  relations  of  the  world  are  founded  largely 
upon  confidence.  This  is  the  basis  of  credit.  Inefficiency  or  dishonesty  in 
one  employee  or  in  one  employer  tends  to  undermine  confidence  in  all 
emploj'ees  and  employers. 

Opportunity  for  the  higliest  type  of  good  citizenship  is  more  abundant  in 
business  than  in  almost  any  other  department  of  life,  partly  because  busi- 
ness occupies  so  large  a  portion  of  the  citizen's  time  and  attention,  but  also 
because  real  devotion  to  the  public  welfare  so  often  demands  large  sacriflct's 
of  apparent  personal  interests. 

REVIEW   OP  THE   ORGANIZATION   OP   THE   EXECUTIVE   BRANCH   OP 
GOVERNMENT— TOWNSHIP,    COUNTY,    CITY,    STATE,    NATION 

The  work  of  the  seventh  and  eighth  grades  up  to  this  point  has  attempted 
to  cover  the  various  elements  of  welfare  in  such  a  way  that  the  pupils 
should  be  familiar  with  what  is  being  done  by  the  community  in  an  organ- 
ized way  to  achieve  each  of  these  ends.  It  is  now  time  for  the  pupils  to  see 
how  the  township,  county,  city,  state  and  nation  are  organized,  as  separate 
political  entities,  to  help  secure  the  various  elements  of  welfare. 

The  elements  of  welfare  so  far  studied  may  be  written  side  by  side  across 
the  blackboard.  The  answers  to  the  question  "How  do  the  people  of  our 
community  in  an  organized  way  attain  these  elements  of  welfare?"  will 
make  mention  of  officers,  bureaus,  commissioners  and  departments  of  the 
executive  branch  of  the  government.  It  is  not  necessary  to  go  into  the 
details  of  the  different  officers,  bureaus,  etc.,  although  a  little  may  be  accep- 
table to  freshen  the  pupil's  mind  as  to  the  relation  of  these  different  authori- 
ties.    The  outline  v.ould  then  appear  something  as  the  following: 


FOR  HEALTH 
Township  County  City  State  Nation 

FOR    PROTECTION    OF   LIFE    AND    PROPERTY 
Township  County  City  State  Nation 

FOR  RECREATION 
Township  County  City  State  Nation 

FOR  CIVIC  BEAUTY 
Township  County  City  State  Nation 

FOR  TRANSPORTATION 
Township  County  City  State  Nation 

FOR   WEALTH 
Township  County  City  State  Nation 


GRADES  VII  AND  VIII  115 

The  pupils  should  see  the  relation  of  all  this  machinery  to  the  elements 
of  welfare.  We  desire  health,  protection  of  life  and  property,  recreation, 
civic  beauty,  transportation,  etc.,  but  are  unable  unaided  to  get  these  things 
for  ourselves.  We  therefore  select  persons  whom  we  hold  responsible  to  set 
these  things  for  us. 

CHARITIES 

Introduction.  Charities  are  necessitated  by  the  inability  or  the  failure 
of  some  individuals  to  secure  for  themselves  the  elements  of  welfare,  either 
because  of  defects  or  inefficiency  on  their  own  part,  or  because  of  imperfec- 
tions in  social  organizations.  The  term  charities  has  come  to  include  not 
only  the  care  of  those  who  are  dependent,  but  also  the  efforts  of  society  to 
reduce  the  causes  of  dependence. 

SUGGESTIVE  LESSON— APPROACH 

A.  Approach  to  the  Topic 

A  story  may  be  told  by  the  teacher  of  some  one  in  want  who  has  applied 
for  assistance.  The  pupils  will  probably  be  able  to  follow  this  with  stories 
about  beggars  whom  they  have  seen.  As  each  story  is  told,  the  pupil  should 
state  the  reason  which  the  beggar  gave  for  begging.  As  the  various  causes 
for  dependency  are  mentioned  they  should  be  placed  on  the  blackboard. 
They  may  later  be  classified  somewhat  as   follows: 

Sickness. 

Physical  defects,  such  as  blindness  or  deafness. 

Accidents. 

Loss  of  bread-winner. 

Lack  of  employment. 

Lack  of  skill. 

Insufficient  wages. 

Laziness. 

Shiftlessness. 
The  pupils  should  be  led  to  see  that  there  are  different  groups  of  people 
who  are  dependent  on  the  community.  First,  there  is  the  gi'oup  of  men 
and  women  who  are  willing  to  work  but  through  some  misfortune  or  acci- 
dent are  unable  to  support  themselves.  Second,  there  is  the  group  of  men 
and  women  who  are  able  to  work  but  because  of  lack  of  skill,  or  irregularity 
of  employment,  are  unable  to  earn  enough  to  be  self-supporting.  Third, 
there  is  the  group  of  men  and  women  who  are  able  to  work  but  who  are  un- 
%cilling  to  put  forth  the  effort  and  prefer  to  be  cared  for  by  others.  The 
first  group  must  be  cared  for  permanently;  the  second  must  be  assisted 
temporarily  and  restored  to  economic  independence;  the  third  should  be 
compelled  to  become  self-supporting. 

The  question  may  now  be  raised  whether  there  are  people  not  mentioned 
in  the  list  who  have  to  be  supported  by  the  community.  Children  and  some 
old  people  are  dependent  upon  others  to  support  them,  but  we  do  not 
consider  these  as  being  objects  of  charity.  When,  however,  they  do  not 
have  relatives  to  keep  them  it  is  necessary  for  the  community  to  take  care 
of  them. 


116  COURSE  IN  CITIZENSHIP 

The  question  may  next  be  raised  as  to  what  we  are  doing  for  these 
people  about  whom  we  have  been  talking.  After  suggestions  have  been 
offered  by  the  class,  the  teacher  might  have  the  pupils  go  through  the  causes 
of  dependency  and  develop  a  list  of  the  agencies  which  the  community  has 
established  to  meet  this  problem. 

B.  ]Means    by    AVhich    the    Community    Provides    for    Charity 
Means  such  as  the  following  may  be  studied.     The  number  of  these  to 
be   investigated   in   detail   will   depend   upon   the   time   available   and  their 
relative  importance. 
Private. 

Voluntary  charitable  organizations. 
Churches. 

Fraternal   organizations. 
Settlements. 

Relief  and  social-service  departments  of  business  corporations. 
Schools  of  philanthropy. 
Philanthropic  fouhdations. 
Public. 
County,  city  and  state  institutions  for  dependents  and  defectives. 
County,  city  and  state  departments  for  charity. 
Township,  county  and  city  courts. 
Mothers'   pensions. 
Employment  bureaus. 

SUGGESTIVE  LESSON— VOLUNTARY   CHARITABLE  ORGANIZATIONS 

In  the  lesson  on  the  approach  to  the  topic  a  number  of  instances  will 
have  been  mentioned  of  persons  w"ho  have  applied  for  assistance.  The  teach- 
er should  select  from  these  a  few  of  the  cases  which  will  best  serve  as 
illustrations.  Taking  one  case  at  a  time  let  the  pupils  consider  it  and 
decide  as  to  the  best  way  of  doing  the  greatest  amount  of  good  to  the 
person  involved.  For  example,  a  child  may  have  come  to  our  door  begging 
for  bread.  We  are  interested  enough  to  be  really  willing  to  help  her.  Sup- 
pose we  find  out  where  she  lives  and  pay  a  visit  to  her  home.  It  may  be 
that  the  father  has  been  thrown  out  of  work  through  sickness  or  some 
other  reason,  and  that  he  is  willing  to  work  but  has  been  unable  to  secure 
a  position.  Or,  again,  the  father  may  have  died  and  left  the  mother  and 
little  ones  without  any  means  of  support.  Or,  the  parents  may  be  able  to 
work  but  prefer  the  apparently  easier  way  of  letting  the  little  girl  beg  for 
their  food.  These  and  many  other  possibilities  may  be  suggested  by  the 
class. 

It  will  be  seen  that  the  problem  is  not  so  simple  as  it  seemed  at  first.  The 
mere  giving  of  a  piece  of  bread  or  a  few  pennies  certainly  will  not  suffice  to 
settle  so  complicated  a  problem.  Food  and  other  necessities  may  have 
to  be  provided  until  the  family  can  earn  money  to  buy  them  for  themselves. 
But  then  must  follow  a  careful  study  of  the  family  resources  to  find  what 
relatives  or  what  church  or  fraternal  organization  may  be  appealed  to  and 
what  work  may  be  found  for  the  adult  members  of  the  family.     In  some 


GRADES  VII  AND  VIII  117 

cases  it  may  be  necessary  to  counsel  with  them,  giving  them  new  ideas  and 
a  new  sense  of  responsibility.  All  this  requires  time.  The  rehabilitation 
of  a  home  may  be  the  work  of  one,  two  or  more  years.  How  many  of  us 
have  either  the  time,  the  money,  the  influence  or  the  wisdom  to  handle 
all  these  questions  and  to  guide  the  affairs  of  this  family  in  distress  to  a 
successful  conclusion?  What  then  can  we  do  when  cases  of  real  need  are 
brought  to  our  attention  and  we  wish  to  help  these  poor  people  and  not 
merely  to  salve  our  conscience  with  the  giving  of  a  few  pennies? 

The  helplessness  of  the  individual  in  the  face  of  these  and  many  other 
even  more  difficult  problems  will  be  evident.  The  pupils  are  now  ready  for 
the  story  of  how  the  community  organizes  itself  to  get  the  results  which 
we  have  just  seen  to  be  desirable.  If  any  of  the  pupils  are  familiar  with 
a  charitable  society  they  might  be  called  on  to  tell  about  its  methods.  This 
account  may  be  of  the  work  of  some  organization  other  than  those  which 
are  community-wide  in  their  scope.  If  such  is  the  case,  the  teacher  will 
be  able  by  means  of  questions  to  bring  out  the  fact  that  while  the  smaller 
organization  may  be  able  to  render  much  service  it  will  do  its  best  work 
only  when  it  co-operates  with  the  larger  organizations.  Reports  of  the 
principal  charitable  societies  would  be  valuable  as  showing  the  extent  of 
the  work  of  these  various  organizations. 

SUGGESTIVE    LESSON— CHARITIES 

The  previous  lessons  will  have  brought  out  the  need  of  charity  and  the 
importance  of  wise  charity.  In  the  course  of  these  lessons  most  of  the 
community  institutions  will  probably  have  been  mentioned  and  the  dis- 
tinction made  between  private  and  public  charities.  The  teacher  might 
now  try  to  assemble  this  information  in  answer  to  the  question  "What  does 
your  community  do  to  care  for  those  who  cannot  help  themselves?"  The 
replies  given  by  the  pupils  will  probably  include  most  of  the  agencies  which 
may  then  be  placed  upon  the  blackboard  under  their  correct  names.  It  is 
desirable  that  the  teacher  should  have  visited  the  local  institutions,  for 
only  in  that  way  can  one  secure  an  appreciation  of  our  problems  in  the 
care  of  dependents.  The  teacher  should  show  the  location  of  these  institu- 
tions, as  they  are  mentioned,  on  a  map  of  the  city. 

At  this  point  the  pupils  may  be  asked  to  name  the  various  classes  of 
dependents  who  have  to  be  cared  for  by  the  community.  The  classification 
will  be  somewhat  as  follows: 

The  sick. 

The  insane. 

The  feeble-minded. 

Children. 

Old  people. 
The   teacher   may    then    ask    "Why    is    it    desirable    that    these    classes   of 
dependents  should  be  cared  for  in  separate  places?"     "Which  of  them  could 
be  bettor  cared  for  in  a  country  environment?" 

The  class  will  be  interested  In  the  social  service  work  of  the  charity  organi- 
zation, especially  the  part  which  has  to  do  with  the  placing  out  in  families 
of  the  children  who  have  been  left  to  tlie  community's  care. 


118  COURSE  IN  CITIZENSHIP 

SUGGESTIVE    LESSON— SUMMARY    OF    GOVERNMENTAL    AGIENCIKS 

FOR   CHARITIES 

At  the  close  of  the  series  of  lessons  on  the  means  for  charities  the  teacher 
should  develop  with  the  class  a  blackboard  outline  which  will  show  the 
machinery   of  government  which   helps  to   secure   this  element  of  welfare, 

FOR  CHARITIES 

Township — Board  of  Trustees. 

County — Board  of  Supervisors,  County  Farm,  Hospitals  (Private  Organ- 
izations). \  ^1 

City — Council,  Secretary  of  Charities,  Hospitals    (Private  Oi'ganizations). 

State — Board  of  Health,  Soldiers'  Home,  Orphans'  Home,  State  Hospitals. 

Nation — Legislation  by  Congress. 

C.     Responsibility   of   the   Citizen 

A  proper  sympathy  for  the  unfortunate  should  be  developed,  but  with 
an  undei'standing  that  we  must  not  let  our  emotions  lead  us  to  doing  an 
unkindness  to  the  one  whom  we  wish  to  help.  Therefore  the  danger  of  in- 
discriminate giving,  which  only  pauperizes  the  recipient,  should  be  im- 
pressed on  the  pupils.  The  class  should  know  that  there  are  right  and 
wrong  ways  of  giving;  and  that  improper  giving,  instead  of  helping  the 
one  it  is  intended  to  help  tends  to  pauperize  and  make  an  already  bad  con- 
dition worse.  The  pupils  should  realize  that  the  problem  of  poverty  is  an 
extremely  complicated  one,  requiring  the  services  of  a  trained  worker, 
just  as  a  case  of  illness  requires  a  physician.  The  study  of  the  agencies 
which  are  attacking  these  problems  constructively  should  lead  to  a  proper 
understanding  and  sympathy  with  their  work  and  a  willingness  to  co-operate 
with  them. 

CORRECTION 

Introduction.  The  study  of  community  civics  to  this  point  should  have 
made  clear  the  necessity  for  order  in  the  community.  That  is,  there  must  be 
rules  and  regulations  to  which  all  must  conform  if  community  life  is  to  run 
smoothly  and  if  the  interests  of  each  citizen  are  to  be  safeguarded. 

There  are  always  some,  however,  who  for  one  reason  or  another  do  not 
conform  to  the  rules  which  the  community  as  a  whole  has  agreed  upon. 
Such  individuals,  or  groups  of  individuals,  are  sources  of  disorder  and 
threaten  the  rights  of  others.  The  question  therefore  arises  "What  should 
the  community  do  with  such  individuals?" 

Until  very  recently  the  idea  of  punishment  predominated  in  the  treat- 
ment of  offenders.  Punishment  still  holds  a  prominent  place,  but  the 
tendency  now  is  to  try  to  transform  the  offender  into  an  orderly  and  effi- 
cient member  of  the  community.  Punishment  may  still  be  necessary  in 
many  cases,  but  it  is  losing  its  vengeful  character,  and  is  becoming  more  and 
more  preventive  and  correctional. 

SUGGESTIVE  LESSON— APPROACH 

A.  Approach  to  the  Topic 
In  the  treatment  of  certain  elements  of  welfare  which  have  already  been 
studied,    the    pupils    will    have    become    acquainted   with   the    constable    and 


GRADES  VII  AND  VIII  119 

police  force  of  the  community  as  an  important  part  of  the  law-enforcing 
branch  of  the  government.  In  considering  this  arm  of  the  law  in  such 
topics  as  Health  and  Protection  of  life  and  property  the  positive  or  more 
constructive  part  of  the  police  work  will  have  been  brought  out. 
A  brief  consideration  of  this  phase  of  the  policeman's  activity  might  be 
followed  by  having  the  pupils  talk  about  the  work  of  the  police  and  the 
constable  as  they  come  in  contact  with  those  who  break  the  law. 

The  teacher  might  tell  briefly  the  story  of  the  handling  of  offenders 
against  the  law  in  the  past,  and  show  that  there  was  no  distinction  made 
on  the  basis  of  either  age  or  offense.  The  fact  should  be  brought  out  that 
the  community  has  come  to  realize  the  evils  of  the  older  methods  and  is 
providing  better  ways  of  dealing  with  offenders.  When  the  pupils  are 
aware  of  the  means  which  exist  for  the  handling  of  each  class  of  cases 
they  should  tell  about  them.  The  means  mentioned  might  then  be  listed 
on  the  blackboard. 

B.  Means     by    Which    the    Community    Provides    for    Correction 

Means  such  as  the  following  may  be  studied.     The  number  of  these  to  be 
investigated  in  detail  will  depend  upon  the  time  available  and  their  relative 
importance. 
For  adults 

Courts 

Prisons 

Labor    colonies. 
For  children 

Juvenile  courts 

Reform   schools   and   reformatories 

Probation. 
Prison   reform   associations. 
Prisoners'  aid   associations. 

SUGGESTIVE    LESSON— TREATMENT    OF    ADULT     DELINQUENTS 

let  the  pupils  tell  what  is  done  with  an  offender  against  the  law  after 
lie  is  arrested.  They  will  give  varying  accounts  from  their  general  informa- 
tion, more  or  less  correct.  By  piecing  together  their  coutributions  and  ask- 
ing more  questions  the  teacher  can  build  up  a  fairly  clear  idea  of  the  com- 
munity courts.  They  will  confuse  the  regular  courts  and  the  justices' 
courts  at  first.  After  the  distinction  is  understood  the  teacher  may  let 
them  discuss  first  the  justices'  courts,  as  they  are  the  simpler.  It  should 
be  made  clear  in  what  kinds  of  cases  these  courts  have  power  to  ?entonce, 
and  in  what  kinds  of  cases  they  must  remand  the  offender  for  a  further 
trial.  The  cases  held  for  trial  lead  to  the  further  consideration  of  the 
criminal  courts.  In  this  connection  the  teacher  would  do  well  to  outline 
the  steps  in  a  criminal  trinl,  making  clear  the  distinction  between  a  criinina! 
and  a  civil  case. 

Bofore  leaving  the  subject  of  the  courts  ll}e  teacher  should  rol'er  to  stato 
and  na'icaal  courts,  explaining  their  resppctive  jurisdictions. 

ivill  come  the  inquiry  as  to  the  iinsons  to  which  offenders  may  tie 


120  COITRSE  IN  CITIZENSHIP 

committed.     They  are — town  or  city  jail,  county  jail,  reform  schools,  state 
reformatories,  penitentiaries. 

The  question  may  be  raised  "Why  does  the  community  send  offenders  to 
prison?"  The  probable  answers  will  be  "To  punish  thsm"  or  "To  protect 
us  from  them."  The  teacher  should  then  ask  "If  the  coaimunity  needs  to 
be  protected  from  these  dangerous  people,  is  that  object  accomplished 
merely  by  locking  them  up  for  a  while  and  then  turning  them  loose  on 
the  community  again?"  The  class  may  suggest  that  ihe  prisons  should 
make  the  criminals  better  men  and  women,  if  possible,  and  help  to  start 
them  as  useful  citizens  when  they  are  released.  As  means  to  this  end  the 
pupils  may  suggest  work  and  education.  The  teacher  should  dwell  upon 
the  need  for  work  and  recreation  in  order  that  the  prisoners  may  remain 
healthy  and  return  to  the  community  better  citizens.  The  use  of  probation 
and  of  the  indeterminate  sentence  and  parole  should  be  explained.  The 
teacher  may  talk  over  with  the  pupils  the  work  of  prisoners'  aid  associations 
in  helping  the  men  or  women  to  start  in  life  again  after  release,  thus 
preventing  their  return  to  a  life  of  crime. 

SUGGESTIVE    LESSON— TREATMENT    OF     JUVENILE     DELINQUENTS 

The  subject  of  juvenile  delinquency  is  one  which  will  require  careful 
treatment  in  a  class  of  young  pupils.  Therefore  it  will  be  best  for  the 
teacher  to  handle  it  rather  than  to  leave  it  open  to  free  discussion  by  the 
class.  The  teacher  should  describe  the  Juvenile  court  and  tne  Reform 
schools,  preferably  after  having  made  a  visit  to  them.  A  story  may  be 
told  of  a  real  case  of  a  child  taken  before  the  court,  mentioning  no  names, 
but  showing  the  operation  of  the  court  and  of  the  system  of  probation.  The 
need  for  such  a  separate  court  should  be  made  clear.  Children  often  break 
the  law  through  lack  of  knowledge  and  judgment;  therefore  the  community 
is  interested  in  seeing  that  they  are  properly  dealt  with  in  order  to  prevent 
them  from  becoming  real  criminals. 

The  teacher  will  handle  the  subject  of  reform  schools  with  much  more 
sympathy  after  having  visited  such  institutions.  The  pupils  should  know 
which  institutions  are  provided  by  the  state  and  whicn  by  private  agencies. 
Emphasis  should  be  given  to  the  fact  that  these  institutions  are  not  prisons, 
but  places  for  the  training  of  young  people  to  be  useful  citizens. 

SUGGESTIVE  LESSON— SUMMARY  OF  GOVERNMENTAL  AGENCIES 

FOR  CORRECTION 

At  the  close  of  the  series  of  lessons  on  the  means  for  correction  the  teacher 
should  develop  with  the  class  a  blackboard  outline  which  will  show  the  ma- 
chinery of  government  which  helps  to  secure  this  element  of  welfare. 

FOR  CORRECTION 

ToicnsMv — Constable,  Justices  court. 
City — Police,  Municipal  courts,  jail. 
Cotinty — Sheriff,  District  courts,  jail. 

State — Governor,  District  courts.  Reform  schools.  Board  of  pardons  and 
parole,  Indeterminate  sentence. 


GRADES  VII  AND  VIII  121 

Nation — United    States   Marshals,   U.    S.   District   courts,   Federal   peniten- 
tiaries, Pardon  by  President. 

C.  Ri'sponsibility  of  the  Citizen 
The  good  citizen  will  be  careful  to  take  the  right  attitude  toward  those 
who  are  accused  of  having  broken  the  law.  In  the  first  place,  he  will  not 
come  to  the  conclusion  that  a  person  is  guilty  until  he  has  been  proven  so. 
In  the  second  place,  he  will  be  anxious  to  understand  the  causes  or  motives 
that  have  led  to  the  wrong  doing,  and  though  he  may  not  condone  the  evil 
he  will  be  charitable  in  his  judgment.  Finally,  he  will  be  willing  to  lend  a 
helping  hand  to  any  who  have  served  imprisonment  and  who  really  desire 
to  become  normal  members  of  society. 

HOW  OUR  LAWS  ARE  MADE 

Introduction.  In  considering  the  various  elements  of  welfare  frequent 
reference  has  been  made  to  laws.  Hence  the  pupils  may  be  supposed  to 
know  in  a  general  way  what  laws  are.  This  information,  however,  has  come 
as  incidental  to  the  study  of  the  machinery  of  the  executive  branch  of  the 
government.  It  is  intended  at  this  point  to  make  a  study  of  the  process  of 
law-making.  The  object  of  this  section  of  the  work  is  to  develop  in  the 
pupils  an  intelligent  and  sympathetic  attitude  with  respect  to  the  laws  of 
the  community  and  a  willingness  to   co-operate   in  their  enforcement. 

SUGGESTIVE  LESSON— APPROACH 

A.  Approach  to   the  Topic 

The  pupils  will  be  familiar  with  the  effort  which  the  community  is  mak- 
ing to  attain  the  various  elements  of  welfare.  City  ordinances,  state  and 
national  laws  will  have  been  mentioned  from  time  to  time  and  the  method 
of  their  enforcement  studied.  The  teacher  should  make  sure  that  the  pupils 
understand  that  a  law  is  the  expressed — formulated — will  of  the  people. 

The  idea  of  the  necessity  for  laws  should  now  be  reviewed.  The  pupils 
will  be  able  to  give  illustrations  of  the  impossibility  of  playing  even  a  simple 
game  unless  the  players  know  and  abide  by  the  rules.  So  in  the  game  of 
life,  in  which  people  are  striving  for  health,  for  the  protection  of  life  and 
property,  and  for  the  other  elements  of  welfare  wc  must  abide  by  rules  and 
laws.  For  example,  the  pupils  have  seen  in  their  study  of  pure  air,  the 
first  subject  under  Health,  that  we  cannot  breathe  pure  air  without  the  co- 
operation of  our  neighbors,  so  we  must  play  the  game  together.  In  this  way 
the  idea  of  the  necessity  for  laws  may  be  built  up.  It  will  be  discovered 
that  they  have  grown  out  of  the  experience  of  the  community. 

Now  comes  the  question  "How  are  these  laws  actually  made?"  The  pupils 
will  be  able  to  give  illustrations  of  laws  which  they  have  to  obey — for 
example,  the  regulations  of  the  home  and  the  school.  They  will  be  able 
to  tell  who  makes  such  regulations  and  in  many  instances  why  they  are 
made.  Some  of  the  boys  may  be  able  to  tell  how  the  rules  for  such  games 
as  baseball,  basketball  or  football  are  made.  The  teacher  should  now  turn 
the  attention  of  the  class  to  tlie  question  "How  ch;  we  get  those  laws  which 
all   members  of  the  community   are   reijiiirc-d   to   olicy?"     The   answer   will 


122  COURSE  IN  CITIZENSHIP 

be  "Through  the  work  of  the  township  trustees,  the  county  supervisors,  the 
city  councils,  the  state  legislature  and  congress."  The  idea  of  a  repre- 
sentative government  should  now  be  developed.  The  thought  should  be 
brought  out  that  all  the  people  cannot  come  together  and  express  their 
will,  and  that  therefore  some  form  of  representation   must  be   used. 

B.  Means  by  which  the  Community  Provides  for  the  Making  of  Laws 

Means  such  as  the  following  may  be  studied.     The  number  of  these   to 
be    investigated   in    detail    will   depend   upon  the   time    available   and    their 
relative  importance. 
Private  organizations. 
Legislative  bodies — 

Township  trustees. 

County  supervisors. 

Town  and  city  councils. 

State   legislatures. 

Congress. 
The  Executive. 
The  courts. 
Constitutional  conventions. 

State. 

National. 

SUGGESTIVE    LESSON— HOW    OUR    LAWS    ARE    MADE 

If  some  form  of  class  organization  exists,  it  might  be  made  to  serve  as 
an  Introduction  of  this  study.  The  school  athletic  association  or  the  debat- 
ing society  might  also  be  used  for  this  purpose.  If  no  such  organizations 
exist,  there  will  most  likely  be  found  pupils  who  belong  to  societies  outside 
the  school.  The  teacher  might  have  the  pupils  tell  something  of  the  way 
in  which  the  organization  with  which  they  are  familiar  does  its  worK. 
The  discussion  which  follows  will  include  such  matters  of  parliamenta-y 
procedure  as  a  resolution,  how  it  is  presented,  the  vote  upon  it,  how  it  is 
passed  or  lost,  and  the  term  "majority."  The  pupils  will  see  that  such  pro- 
cedure is  necessary  if  the  community,  the  class  or  the  organization,  is  to 
formulate  its  will. 

The  organization  of  the  township  trustees  as  a  legislative  body  may 
be  briefly  discussed.  It  consists  of  three  men,  one  of  whom  is  chairman. 
The  trustees  enact  rules  or  lavvs  for  the  township  in  so  far  as  they  are 
given  power  by  the  state  legislature.  Their  duties  as  legislators  are  very  few 
and  of  simple  nature. 

The  legislative  powers  of  the  county  supervisors  are  slightly  larger  than 
are  those  of  the  township  trustees,  but  the  laws  of  the  county,  like  those 
of  the  township  are  made  by  the  state  legislature.  The  county  supervisors 
organize  and  choose  a  chairman.  The  secretary  of  the  board  of  super- 
visors is  the  county  auditor.  The  supervisors  may  legislate  on  details  of 
county  matters,  such  as  locating  public  highways,  appropriating  money  for 
county  buildings,  etc. 


GRADES  VII  AND  VIII  123 

0 

Attention  should  now  be  turned  to  a  wider  community — the  city.  The 
question  should  now  be  asked  "How  does  the  city  formulate  its  will?"  The 
pupils  are  already  familiar  with  the  council  as  the  law-making  body  of 
the  city;  and  they  should  find  out  by  inquiry  the  qualifications  and  terms 
of  office  of  councilmen,  and  the  names  of  the  men  who  represent  their 
ward.  The  method  by  which  the  laws — ordinances — of  the  city  are  made 
may  best  be  illustrated  by  following  some  measure  of  local  interest  in 
its  journey  through  the  council  until  it  becomes  a  law.  The  teacher 
should  tell  briefly  the  story  of  how  the  interest  of  the  community  is  aroused 
in  some  needed  improvement,  often  through  the  efforts  of  some  private 
organization  such  as  a  business  men's  association.  The  progress  of  the  bill 
or  resolution  should  then  be  followed,  from  the  time  a  councilman  agrees 
to  introduce  it,  through  the  various  steps  which  must  be  taken — including 
its  consideration  in  committee,  the  three  readings  and  debate,  the  final 
vote,  and  its  signing  by  the  Mayor.  This  explanation  should  be  as  simple 
as  possible  and  then  given  in  such  a  way  that  the  pupils  will  be  able  to 
understand  what  the  council  is  doing.  The  impossibility  of  thorough  study 
and  discussion,  by  the  whole  body,  of  the  numerous  bills  which  are  pre- 
sented, and  the  necessity  for  such  study  and  consideration  in  special 
committees,  should  be  shown.  Much  interest  will  be  added  to  this  work 
if  the  pupils  know  that  it  will  enable  them  to  understand  what  is  going 
on  in  the  council  when  they  visit  such  body. 

At  this  point,  if  possible,  a  visit  should  be  made  to  see  the  council  in 
session.  The  teacher  should  make  all  necessary  arrangements  in  advance. 
On  this  same  trip  advantage  may  be  taken  of  the  opportunity  afforded  to 
visit  the  office  of  the  Mayor  and  one  of  the  court  rooms. 

In  the  civics  period  next  following  the  visit,  the  class  should  be  organ- 
ized into  a  council.  Bills  on  matters  of  local  interest  prepared  by  selected 
pupils,  assisted  by  the  teacher,  should  be  presented,  and  the  class  should 
go  through  the  procedure  of  passing  them.  This  may  even  be  carried 
out  to  the  point  of  referring  to  committees.  If  the  bills  when  passed  are 
referred  to  the  teacher,  who  may  be  asked  to  act  as  Mayor,  it  will  add 
interest  to  the  procedure.  Not  more  than  two  periods  should  be  used  for 
this  purpose,  and  in  most  instances  one  will  be  found  sufficient.  It  is 
intended  that  the  method  of  law-making  in  the  city  be  treated  in  enough 
detail  to  permit  its  being  used  as  a  type  to  which  reference  may  be  made 
when  legislation  in  the  state  and  the  nation  is  taken  up. 

In  the  treatment  of  the  state  legislature— the  general  assembly — the 
teacher  should  refer  to  the  city  council  and  show  how  the  method  of 
passing  legislation  follows  a  parallel  course.  If  time  permits,  the  class 
may  be  organized  into  one  of  the  state  legislative  bodies  and  pass  on  some 
matter  of  state  interest.  The  teacher  should  call  attention  to  the  fact  that 
the  bulk  of  our  legislation  is  by  the  state.  A  review  of  the  laws  already 
considered  under  the  various  elements  of  welfare  will  serve  to  show  the 
importance  of  state  legislation.  Among  recent  laws  mention  should  be 
made  of  the  child  labor  law,  the  workmen's  compensation  law,  the  widowed 
mother*'  pension  law,  and  factory  legislation.  The  pupils  should  become 
familiar  with  the  names  of  the  men  who  represent  them  in  the  -state  leg- 
islature. 


124  COURSE  IN  CITIZENSHIP 

In  considering  liow  our  nation  makes  its  laws  it  will  be  well  to  follow 
some  topic  of  current  interest  which  is  being  considered  in  Congress  and 
discussed  by  the  newspapers.  The  organization  of  Congress  should  be  found 
by  reference  to  the  Constitution.  The  Senate  and  the  House  of  Representa- 
tives should  be  compared  to  the  Houses  of  the  State  Legislature.  Pupils 
should  know  the  name  of  the  representative  in  Congress  from  their  own 
congressional  district  and  the  names  of  the  senators  from  Iowa.  The 
pupils  should  compare  the  type  of  subjects  legislated  on  by  Congress  with 
that  by  the  Legislature.  In  making  this  comparison  reference  should  be 
made  to  the  powers  of  Congress  as  enumerated  in  the  Constitution.  Much 
interest  will  be  added  to  this  work  if  constant  use  is  made  of  newspapers, 
magazine  articles  and  a  class  bulletin  board. 

At  the  close  of  this  study  the  teachers  should  see  that  the  pupils  under- 
stand how  city,  state  and  nation  work  together  in  the  matter  of  legislation. 
From  the  comparison  of  the  kinds  of  matters  legislated  upon  by  the  three 
governments  the  pupils  should  see  that  each  has  its  own  field  of  work. 
The  idea  that  they  supplement  each  other  without  conflicting  should  be 
developed.  By  referring  to  the  constitution  the  pupils  will  discover  that 
powers  not  granted  by  the  constitution  to  the  nation  are  reserved  to  the 
states.  The  city  should  be  seen  as  the  creature  of  the  state,  deriving  its 
powers    from    the    state,    such   powers  being   specified    in    the    city    charter. 

The  part  which  the  chief  executive  plays  in  legislation,  by  signing  or 
vetoing  a  bill,  will  have  been  brought  out  in  the  study  of  the  passage  of 
a  bill.  The  pupils  should  understand,  in  addition  to  this,  how  the  executive 
initiates  legislation.  Parts  of  recent  messages  of  President,  Governor  or 
Mayor  should  be  read  by  the  pupils.  The  class  should  see  how  the  exec- 
utive, representing  the  entire  community,  has  a  breadth  of  view  which 
enables  him  wisely  to  advise  the  legislative  body  as  to  needed  legislation. 

The  pupils  will  be  familiar  from  their  study  of  history  with  the  story 
of  the  Constitutional  Convention  of  1787.  It  should  be  explained  that 
this,  together  with  the  subsequent  ratification  by  the  states,  was  the 
method  of  making  the  supreme  law  of  the  land.  Reference  should  then 
be  made  to  the  amendments  to  the  constitution  and  the  method  of  amend- 
ing should  be  read  and  explained  with  reference  to  the  thirteenth,  four- 
teenth, fifteenth,  sixteenth,  seventeenth,  eighteenth  and  nineteenth  amend- 
ments. 

SUGGESTIVE    LESSON— FINANCIAL    POWERS    OF   THE   LEGISLATIVE 

BRANCH 

Almost  any  one  of  the  laws  which  have  been  used  as  illustrations  of  law- 
making will  serve  also  to  call  attention  to  the  taxing  power  of  the  legis- 
lative branch.  Let  us  assume  that  the  most  recent  child  labor  law  has 
been  under  discussion.  By  asking  how  the  law  provides  for  its  own  en- 
forcement the  teacher  will  bring  out  the  fact  that  the  Commissioner  of 
Labor  at  Des  Moines  is  obliged  by  the  law  to  maintain  inspectors  to 
enforce  the  law.  This  will  lead  to  the  inquiry  as  to  where  the  salaries 
of  the  inspectors  come  from,  and  to  the  discovery  that  the  legislature 
must  appropriate  the  money  for  this  purpose.  It  will  be  seen  that  appro- 
priation bills   are   a  large  and   important  part   of  the   legislative  program, 


GRADES  VII  AND  VIII  125 

particularly  to-ward  the  end  of  the  session,  when  provision  must  be  made 
for  the  expenses  of  the  next  two  years. 

It  would  be  interesting  to  look  up  the  amount  of  money  appropriated  by 
the  last  session  of  the  legislature,  by  the  last  session  of  congress,  and  by 
the  city  council  for  the  preceding  year,  and  to  note  the  main  items  for 
which  the  money  was  to  be  used.  By  the  time  the  lesson  has  proceeded 
this  far  some  pupil  will  be  ready  to  inquire  where  all  this  money  comes 
from.  Most  of  the  class  will  have  heard  of  taxes,  and  the  teacher  may 
lead  them  to  suggest  many  kinds  of  taxes.  Among  these  will  be  a  number 
which  are  familiar  to  all,  such  as  those  represented  by  the  poll  tax 
receipt,  the  real  estate  tax  receipt,  the  stamp  on  the  bottle  of  perfumery, 
the  excise  stamp  on  the  box  of  cigars,  the  license  tag  on  the  automobile,  and 
the  license  tag  on  the  vender's  cart.  It  is  not  intended  that  an  exhaustive 
list  of  taxes  should  be  made,  but  that  examples  should  be  secured  of 
several  kinds.  It  is  important  to  bring  out  by  comparison  the  different 
fields  of  taxation  open  to  three  different  governments,  with  the  reason 
for  this  division.  Preference  should  also  be  made  to  the  funds  raised  and 
expended  by  the  Board  of  Education  for  the  support  of  the  public  schools. 

If  the  teacher  thinks  it  wise,  the  meaning  of  the  word  "budget"  as 
applied  to  government  appropriations  may  be  explained.  In  the  fall  term 
the  discussions  in  the  newspapers  over  the  framing  of  the  city  budget  for 
the  next  year  will  furnish  good  material  for  the  class  work.  If  the  class 
is  so  fortunate  as  to  make  its  visit  to  the  city  council  in  the  fall,  matters  of 
taxation  are  quite  likely  to  be  the  theme  of  discussion.  The  pupils  may 
be  asked  to  recall  incidents  in  their  study  of  history  which  illustrate  the 
importance  of  taxation  as  a  political  issue,  and  to  try  to  find  out  the 
reasons  why  people  have  always  been  so  concerned  over  taxation.  It 
will  be  seen  that  the  representatives  of  the  people  have  been  able  to 
exercise  a  great  deal  of  control  over  the  executive  branch  of  the  govern- 
ment by  their  power  to  give  or  withhold  appropriations.  So  the  people 
have  always  been  jealous  lest  that  power  should  be  lost. 

The  pupils  will  be  impressed  with  the  large  amount  of  money  expended 
by  city,  state  and  nation.  It  will  be  easy  then  to  start  a  discussion  on 
the  question  "Do  the  people  get  their  money's  worth  for  all  this  expendi- 
ture?" This  discussion  is  likely  to  lead  to  a  partial  enumeration  of  'the 
services  performed  by  the  government  in  securing  for  us  the  elements 
of  welfare,  and  to  a  consideration   of  the  value  of  these  services. 

The  next  question  would  naturally  be  "Should  tax-payers  object  to  any 
increase  in  the  taxes?"  The  replies  should  bring  out  the  point  that 
this  depends  upon  the  use  that  is  made  of  the  money.  If  the  expendi- 
ture brings  benefits,  then  it  will  be  a  good  investment  for  the  tax-payer. 
If  it  is  wasted,  then  the  tax-payer  has  a  right  to  object. 

C.  Responsibility  of  the  Citizen 
The  laws  which  a  community  possesses  reflect  the  character  of  its 
citizens.  The  people  must  keep  constantly  before  their  representatives 
what  they  themselves  want.  This  is  usually  done  through  private  organi- 
zations which  employ  experts  to  draft  bills  and  persuade  members  of  the 
legislative  bodies  to  introduce  them  and  see  them  through.     These  organiza- 


126  COURSE  IN  CITIZENSHIP 

tions  must  also  educate  the  public  to  demand  the  new  legislation  by  dis- 
tributing pamphlets,  holding  meetings  and  getting  publicity  in  the  news- 
papers. When  the  legislators  feel  that  public  opinion  demands  a  thing 
they  are  likely  to  pay  attention.  A  good  example  of  how  private  organi- 
zations have  been  able  to  arouse  public  opinion  and  focus  it  on  the  legisla- 
ture may  be  found  in  the  enactment  of  child  labor  legislation.  The  duty 
of  the  citizen  is  to  become  a  member  of  some  active  association  which  is 
working  for  the  good  of  the  community  and  help  it  in  every  way  he  or 
she  can. 

The  duty  of  seeing  that  good  laws  are  passed  is  occasional,  and  has  to  be 
left  mostly  to  adults,  but  we  all  have  the  duty  of  obeying  the  laws  after 
they  are  passed.  The  pupil  who  belongs  to  a  club  will  realize  that  when 
a  rule  has  been  passed  by  a  majority  vote  the  loyal  member  always  obeys 
it,  even  if  he  voted  on  the  other  side.  So  the  laws  passed  by  our  repre- 
sentatives should  be  carried  out,  for  these  laws  must  be  assumed  to  ex- 
press the  will  of  the  majority  of  the  community.  A  good  illustration  of  a 
failure  to  realize  this  duty  to  obey  the  laws  may  be  found  in  the  habitual 
disregard  of  the  ordinance  of  a  council  which  forbids  the  littering  of  the 
streets.  In  this  matter  many  otherwise  good  citizens  seem  to  forget  that  the 
ordinance  is  for  the  benefit  of  the  community  of  which  they  themselves  are 
members. 

PARTY  GOVERNMENT 

Introduction.  All  our  government,  whether  of  city,  state  or  nation,  Is 
through  political  parties.  These  parties  have  grown  out  of  certain  great 
problems  which  have  confronted  our  people,  such  as  the  tariff,  slavery, 
labor  or  prohibition. 

Within  the  smaller  communities  these  problems  may  be  of  a  purely  local 
character,  in  which  case  a  local  party  may  be  formed.  In  national  affairs, 
however,  it  is  only  when  a  problem  is  of  nation-wide  importance  that  we 
find  a  national  political  party.  The  teacher  should  have  the  pupils 
see  that  a  common  interest  in  a  cause  brings  people  of  like  views  together, 
and  that  to  have  a  legislative  body  which  will  formulate  their  will  and  an 
executive  who  will  enforce  it  they  are  compelled  to  unite.  Such  union  pro- 
duces  the   political  party. 

SUGGESTIVE  LESSON— APPROACH 
A.  Approach  to  the  Topic 
Following  instructions  given  elsewhere  in  the  course  the  teacher  will 
have  presented  to  the  class  the  story  of  elections  at  the  time  an  election 
was  being  held.  The  pupils  may  therefore  be  supposed  to  have  been  intro- 
duced to  this  subject.  A  few  questions  will  suffice  to  bring  out  what  is 
done  at  an  election  and  the  names  of  the  more  important  political  parties. 
The  teacher  might  then  raise  the  question  "Why  do  we  have  political  par- 
ties?" The  ans^Ter  may  be  found  by  referring  to  the  history  with  which 
the  pupils  are  familiar  and  having  them  tell  how  the  first  political  parties, 
the  Federalist  and  the  Anti-Federalist,  grew  out  of  conflicting  viev/s  on  the 
interpretation  of  the  constitution.  By  further  questioning,  the  teacher 
should   develop   the  idea   that   all   our   political   parties   have   originated   in 


GRADES  VII  AND  VIII  127 

differences  of  opinion  among  the  people  concerning  topics  of  importance 
or  the  relative  value  of  topics  before  the  people.  For  example,  people  are 
divided  in  their  attitude  toward  the  tariff.  If  they  are  to  have  the  sort 
of  tariff  they  want  they  must  see  that  the  members  of  Congress  who  favor 
their  view  are  in  the  majority,  so  that  laws  will  be  made  accordingly. 
They  must  also  see  that  the  President  is  a  man  who  is  favorable  to  their 
view  and  will  approve  when  Congress  passes  bills  to  this  intent.  In  order 
to  do  all  this  they  must  put  aside  personal  feeling  and  agree,  for  instance 
in  the  case  of  the  President,  to  unite  in  their  efforts  to  elect  a  certain 
man,  while  in  each  congressional  district  they  must  work  together  to  elect 
a  congressman  who  will  properly  represent  them  on  this  issue. 

It  is  impossible  for  all  the  people  who  hold  the  same  view  to  get  togethe:* 
and  decide  who  shall  represent  them.  It  therefore  becomes  necessary  for 
some  to  acquiesce  in  the  choice,  by  others,  of  the  candidates  and  to  delegate 
to  others  the  management  of  the  campaign.  This  means  party  machinery, 
and  it  is  through  such  machinery  that  our  country  is  governed. 

B.  Means  by  Wliich  the  Communitj'   Provides   for   Party  Government       \''[j 

Means  such  as  the  following  may  be  studied.     The  number  of  these  to  be 
investigated  in  detail  will  depend  upon  the  time  available  and  their  rela- 
tive importance. 
Party  organization 

Township  committee. 

Ward  committee. 

City  committee. 

County  commitiee. 

State  committee 

National  committee. 

Caucus. 

National   nominating  convention. 

Political   clubs. 

The   campaign. 
Election    machinery 

Personal   registration. 

Party  enrollment. 

Nomination  petition. 

Primary  election. 

General   election. 

Election    officers. 

Ballots. 

Counting  the  vote. 

SUGGESTIVE    LESSON— PARTY    ORGANIZATION 

In  the  lesson  on  the  approach  to  the  topic  of  party  government  the  pupils 
have  become  familiar  with  the  reason  for  the  existence  of  political  parties 
and  what  thoy  are  striving  to  do.  An  interesting  approach  to  the  question 
of  party  organization  might  be  made  by  dividing  the  class  into  committees 
to  investigate  certain  topics  and  report  to  the  class.  One  group  might 
make  on  the  blackboard  a  map   of  the  neighborhood  and   locate   on   it  the 


12S  COURSE  IN  CITIZENSHIP 

polling  places.  This  map  with  the  accompanying  report  will  bring  Out  the 
idea  of  the  election  district  or  precinct.  Another  group  composed  of 
pupils  repreeenting.  different  precincts  might  report  on  the  names  of  the 
workers  of  the  various  parties  in  their  respective  districts.  To  another 
group  might  be  assigned  the  problem  of  finding  out  about  the  ward  com- 
mittees or  township  committees  of  the  principal  parties  and  the  work  done 
by  them.  The  names  of  any  members  of  these  committees  whom  the  pupils 
know  will  be  interesting.  To  another  group  might  be  assigned  the  subject 
of  political  clubs  and  their  work.  The  teacher  should  act  simply  as  a 
guide  while  these  reports  are  being  made.  By  comparison  the  teacher  will 
be  able  to  show  readily  the  organization  and  work  of  the  state  and  national 
committees. 

The  story  of  the  nomination  of  the  President  and  Vice-President  in  the 
national  nominating  convention  should  be  graphically  told.  Newspaper 
files  of  nominating  conventions  will  add  much  interest  to  the  work.  Such 
reports  should  be  collected  when  available  and  filed  away  for  future  use. 
Mention  should  be  made  of  the  party  platform.  It  will  be  found  interesting 
to  follow  the  newspapers  to  see  how  the  party  in  power  is  keeping  to  its 
platform  and  campaign  pledges.  The  story  of  the  campaign  should  be  told 
with  reference  to  previous  ones  mentioned  in  history.  During  the  cam- 
paign, pictures  of  the  candidates,  together  with  proper  campaign  literature 
and  cartoons,  will  add  much  to  the  interest  of  the  work.  As  occasion 
offers,  the  story  of  the  nomination  of  a  governor  or  a  mayor  should  be 
taught.  In  all  this  work  the  teacher  must  maintain  a  position  of  strict 
neutrality. 

SUGGESTIVE   LESSON— ELECTION   MACHINERY 

The  time  for  the  study  of  elections  and  election  machinery  is  at  election 
time.  When  such  an  event  is  taking  place  it  is  recommended  that  the  teacher 
whether  of  the  seventh  or  the  eighth  grade,  shall  sidetrack  temporarily  the 
topic  under  consideration  to  take  up  with  the  class  the  subject  of  elections. 

In  the  seventh  grade  this  should  be  treated  as  any  other  matter  of  cur- 
rent interest.  On  a  registration  day,  and  on  the  day  of  primary  or  a 
general  election,  the  teacher  should  tell  the  class  what  is  going  on.  From 
specimen  ballots  at  election  time  the  pupils  should  find  out  what  positions 
are  being  filled.  The  teacher  should  develop  with  the  class  the  part  which 
these  officials  will  play,  when  elected,  in  aiding  the  community  to  achieve 
the  elements  of  welfare  which  the  class  has  already  studied. 

In  the  eighth  grade  this  work  should  be  treated  in  detail.  The  most 
interesting  way  of  doing  this  is  to  have  the  pupils  act  out  the  process 
of  registration  and  election.  At  the  time  for  registration  the  teacher 
should  explain  to  the  class  the  plan  of  personal  registration  as  we  have 
it  in  Iowa,  and  the  qualifications  which  one  must  have  in  order  to  De 
allowed  to  register  and  vote.  The  reasons  for  such  personal  registration 
should  be  made  clear.  The  class  should  then  act  out  the  process.  A 
group  of  pupils  should  be  selected  to  serve  as  registrars.  The  members 
of  the  class  should  then  go  through  the  process  of  registering.  The  record 
of  registration  should  be  kept  for  use  at  the  time  of  the  election.  The 
teacher    should    discuss    the    question    of    enrollment,    and    show    that    it    is 


GRADES  VII  AND  VIII  129 

necessary  to  enroll  with  some  political  party  if  we  are  to  vote  on  the 
ticket  of  that  party  at  the  primary  election. 

At  the  time  of  the  election  the  pupils  should  be  encouraged  to  secure 
from  their  parents  or  other  voters  copies  of  the  specimen  ballots.  At  the 
primary  election  the  teacher  should  show  with  the  aid  of  ballots  that  each 
party  is  selecting  its  candidates,  whose  names  are  to  appear  on  the  ballot 
at  the  general  election.  If  sufficient  copies  of  specimen  ballots  can  be  ob- 
tained the  primary  election  might  be  acted  out,  following  in  a  general  way 
the  method  described  below  for  a  general  election.  Emphasis  should  be 
placed  on  the  importance  of  every  voter  participating  intelligently  in  the 
primary  election. 

On  the  day  of  the  general  election  the  school  should  be  organized  into 
an  election  district.  Election  officers  who  have  been  elected  at  the  primary, 
if  possible,  should  conduct  the  election.  They  should  be  supplied  with  the 
specimen  ballots  brought  in  by  the  members  of  the  class  and  with  the 
registration  records.  The  pupils  should  come  to  the  desk  around  which 
the  election  officers  are  seated,  secure  their  ballots,  mark  them  and  deposit 
them  in  the  ballot-box.  The  waste  paper  basket  may  be  made  to  serve  this 
purpose  quite  well.  The  votes  might  then  be  counted  and  the  result  of  the 
election  placed  on  the  board.  Before  the  vote  is  cast  the  teacher  should 
explain  how  the  ballots  are  marked.  The  pupils  should  understand  how 
one  may  either  vote  a  straight  ticket  or  scratched  ballot.  The  teacher 
should  emphasize  the  fact  that  an  error  in  marking  the  ballot  results  in 
its  being  thrown  out  and  the  vote  lost.  The  pupils  should  see  that  the 
exercise  of  the  suffrage  is  both  a  privilege  and  a  duty. 

C.  Responsibility  of  the  Citizen 

As  the  course  started  in  the  first  grade  with  the  individual  so  it  must 
return  to  the  individual  as  the  source  of  all  governmental  power.  Every 
service  rendered,  every  element  of  welfare  obtained,  has  been  for  the 
individuals  who  together  comprise  the  community,  whether  of  home  or  of 
nation.  Moreover,  all  that  has  been  accomplished  for  the  welfare  of  the 
whole  has  boen  the  result  of  the  collective  efforts  of  individuals.  In  last 
analysis  each  member  of  the  group  shares  the  responsibility  for  all  condi- 
tions which  exist,  whether  good  or  evil,  over  which  he  has  any  measure  of 
control.  The  character  of  the  government  and  the  nature  of  its  acts  are 
determined  by  the  will  of  the  people.  It  is  on  the  ballot  that  the  citizen 
must  rely  in  so  small  degree  to  formulate  this  will.  This  being  true,  there 
is  no  phase  of  civic  instruction  which  should  be  driven  home  with  greater 
forcefulness  than  the  necessity  for  intelligent,  faithful  service  to  the  com- 
munity  through    the   exercise   of   the   suffrage. 

Pupils  in  seventh  and  eighth  grades  will  find  interest  and  valuable  in- 
formation in  the  study  of  the  life  and  character  of  great  American  leaders. 
The  teacher  ought  to  assign  to  each  member  of  the  class  one  of  the 
following  statesmen  as  the  subject  of  a  written  essay,  or  the  toi)ic  for  a 
ten  minute  talk.  In  the  preparation  of  such  topic  it  will  be  well  to  follow 
some  such   plan   of  proccdurf  as  Ihr;   following: 

Date  and   place  of  birth. 

Early  life  and  surroundings. 


130  COURSE  IN  CITIZENSHIP 

Early  education  and  training. 

Experience  in  public  life  and  office  holding. 

His  official  acts  of  prominence. 

His   contribution   to   American  institutions. 

William   Penn  Horace  Greeley 

Benj.   Franklin  James   G.   BlaiHe 

Patrick  Henry  Samuel  J.   Tilden 

John  Adams  Grover  Cleveland 

George   Washington  John  Hay 

Thomas  Jefferson  Theodore    Roosevelt 

James   Madison  Lucretia  Mott 

John  Marshall  Harriett   Beecher   Stowc 

Andrew  Jackson  Susan  B.  Anthony 

Abraham   Lincoln  Anna  Howard   Shaw 

AIDS    IN    TEACHING   CIVICS 

The  laboratory  method  wf  teaching  civics  and  citizenship  will  soon  become 
as  popular  as  a  means  of  handling  those  subjects  as  it  has  already  become 
in  the  teaching  of  science.  The  time  is  past  when  a  teacher  was  able  to 
satisfy  the  requirements  of  civics  teaching  from  a  simple  text  with  a  few 
set  questions  at  the  close  of  each  chapter. 

The  lists  of  text-books  and  reference  books  here  given,  have  been  care- 
fully selected  and  furnish  material  for  completing  the  outline  preceding. 
The  committee  preparing  this  course  in  Citizenship,  urges  directors  and 
school  boards  to  co-operate  with  the  teacher  and  superintendent  in  placing 
these  books  and  helps  in  the  school  library  where  both  teacher  and  pupils 
may  have  daily  access  to  them.  In  fact  it  is  absolutely  necessary  that  the 
more  important  books  here  listed  be  placed  in  the  school  rooms  as  soon  as 
the  course  of  study  is  taken  up  by  the  teacher  with  the  class.  The  teaching 
of  citizenship  will  be  a  failure  if  the  old  methods  of  mere  text-book  questions 
and  answers  is  continued  in  our  public  schools.  Both  teachers  and  pupils 
must  have  materials'  with  which  to  work. 

The  teaching  of  citizenship  is  the  greatest  prohlpm  in  the  public  schools 
today.  To  make  good  citizens  is  the  whole  aim  and  purpose  of  public  edu- 
cation. The  people  of  Iowa  are  paying  higher  taxes  for  the  support  of 
■public  education  than  ever  before — surely  they  have  a  right  to  expect 
the  schools  to  give  to  the  communities  in  which  they  live,  a  better  trained 
citizenship  than  ever  before.  This  can  only  be  the  result  of  the  best  equipped 
schools  with  the  best  possible  trained  teachers.  By  all  means,  let  us  supply 
the  schools  with  the  necessary  books  for  the  teaching  of  citizenship. 


REFERENCE  BOOKS  131 

REFERENCE  BOOKS  AND  TEXT  BOOKS  IN  AMERICAN  CITIZENSHIP 

IN  THE  GRADES 

For  the  Rrimary  Grades. 

1.  Aesops  Fables,  V.  S.  Jones.     Doubleday,  Page  &  Co.,  New  York. 

2.  Aldine  Readers,  Spaulding  &  Bryce.     Newson  &  Co.,  New  York. 

3.  Baldwin  &  Bender  Readers,  Expressive  Readers.     American  Book  Co., 

Chicago,  111. 

4.  First  Year  Music,  Hollis  Dann.     American  Book  Co.,  Chicago,  111. 

5.  Wide  Awake  Readers,  C.  Murray.    Little  Brown  &  Co.,  Boston,  Mass. 

6.  Modern  Health  Crusade.  Iowa  Tuberculosis  Association,  Des  Moines, 

Iowa. 

7.  Rural  School  Bulletin.    U.  S.  Bureau  of  Education,  Washington,  D.  C. 
S.     Book  of  Fables  &  Folk  Stories,  Horace  E.  Scudder.    Houghton,  Mifflin 

&  Co.,  Boston. 
9.     Games  for  Home,  Schoolroom  and  Playground,  Jessie  Bancroft.  Mac- 
millan  Co.,  New  York. 

10.  Physical  Training  for  Elementary  Schools,  Lydia  Clark.     Benj.   San- 

born Co.,  Chicago,  111. 

11.  Folk  Dances  and  Singing  Games,  E.  Burchard.    G.  Schirmer  Co.,  New 

York. 

12.  Popular  Folk  Games  and  Dances.  A.  Flanagan  Co.,  Chicago,  111. 

13.  Training    in    Courtesy.      Bulletin    No.    54,    Department    of    Interior, 

Washington,  D.  C. 

14.  Natural  Method  Readers,  McManus  &  Haaren,  1917.     Scribners  Sons 

Co.,  New  York. 

15.  Winston  Readers,   Firman   and   Maltby.     Winston   Co.,   Philadelphia, 

Penn, 

16.  Songs   of  Happiness,   C.   S.   Bailey.     Milton   Bradley   Co.,   Springfield, 

Mass. 

17.  The  Children's  Year,    Grace    Wilbur    Conant.      Milton    Bradley   Co., 

Springfield,  Mass. 

18.  What  To  Do  for  Uncle  Sam,  C.  S.  Bailey.     A.  Flanagan  Co.,  Chicago, 

111. 

19.  For  the  Children's  Hour,  C.  S.  Bailey.    Milton  Bradley  Co.,  Springfield, 

Mass. 

20.  Kindergarten  Stories,  Sara  E.  Wiltse.     Ginn  &  Co.,  Chicago,  111. 

21.  Mother  Stories,    Maud    M.    Lindsay.     Lothrop,    Lee    &    Shepherd   Co., 

Boston. 

22.  Horace  Mann   Readers,   Hervey   and   Hix.     Longmans,   Green    &  Co., 

New  York. 

23.  Jones  Readers,  Lewis  Henry  Jones.     Ginn  &  Co.,  Boston,  Mass. 

24.  Young  American   Readers,   Jayne   E.   Fryer.     John    C.    Winston  Co., 

Chicago.  111. 

25.  Lessons  in  Americanism,  Martin  J.  Wade,  1920.     J.  B.  Lippincott  Co., 

Philadelphia,  Penn. 

26.  Home  and   Country  Readers,  Lasellc  and   Spaulding.     Little,  Brown 

&  Co.,  Chicago,  111. 


132  COURSE  IN  CITIZENSHIP 

27.  Riverside  Readers,  J.  H.  Van  Sickle.     Houghton,  Mifflin  Co.,  Chicago 

111. 

28.  Plaj's  and  Games.    I.  S.  T.  C,  Extension  Department,  Cedar  Falls,  la. 

29.  Founders  of  Our  Country,  F.  E.  Coe.    American  Book  Co.,  Chicago,  111. 

30.  Makers  of  the  Nation,  F.  E.  Coe.     American  Book  Co.,  Chicago,  111. 

31.  General  Lessons  in  Citizenship.    I.  S.  T.  C.  Bulletin,  Cedar  Falls,  Iowa. 

32.  Fifty  Famous   Stories  Retold,  James  Baldwin.     American  Book  Co., 

Chicago. 

33.  Lincoln,  the  Young  Man,  Deming  &  Bemus.     F.  A.  Stokes  Co.,  New 

York. 

34.  Sure  Pop  and  Safety,  R.  R.  Bailey.     World  Book  Co.,  New  Y'ork. 
For  the  Intermediate  Grades. 

1.  The  Making  of  Iowa,  Henry  Sabin.     A.  Flanagan  Co.,  Chicago,  111. 

2.  Iowa  Stories,  Books  I  and  II.    Clarence  R.  Aurner,  Iowa  City,  Iowa. 

3.  Our  Neighborhood,  John  F.  Smith.    The  John  C.  Winston  Co.,  Chicago. 

4.  Our  Community,  Ziegler  and  Jaquette.    John  C.  Winston  Co.,  Chicago. 

5.  Citizenship  in  School  and  Out,  Dunn  &  Harris.     D.  C.  Heath  &  Co., 

Chicago. 

6.  My  Country,  Grace  A.  Turkington.     Ginn  &  Co.,  Chicago,  111. 

7.  Plain  Facts  for  Future  Citizens,  Mary  F.  Sharp.     American  Book  Co., 

Chicago,  111. 

8.  Good  Citizenship,  Richman  and  Wallach.    American  Book  Co.,  Chicago, 

111. 

9.  Elementary    Civics    for   Fifth   and    Sixth    Grades,    Arthur    T.    Gorton. 

Charles  H.   Merrill   Co.,   Chicago,   111. 

10.  I  Am  an  American,  Sara  Cone  Bryant.    Houghton,  Mifflin  Co.,  Chicago. 

11.  Stories  of  Patriotism,  Deming  &  Bemis.     Houghton,  Mifflin  Co.,  Chi- 

cago, 111. 

12.  Lessons  for  Junior  Citizens,  Hill.  Ginn  &  Co.,  Chicago,  111. 

13.  The  Young  Citizen,  Charles  F.  Dole.     D.  C.  Heath  &  Co.,  Chicago. 

14.  WTiat  To  Do  for  Uncle  Sam,  Caroline  Bailey.    A.  Flanagan  Co.,  Chicago. 

15.  City  Government  for  Young  People,  Willard.    Macmillan  Co.,  Chicago. 

16.  Lessons  in  Americanism,  Martin  J.  Wade,  1920.     J.  B.  Lippincott  Co., 

Philadelphia,  Penn. 

17.  Makers  of  The  Nation,  F.  E.  Coe.  American  Book  Co.,  Chicago,  111- 

18.  The  Young  American,  A.  E.  Judson.     Chas.  E.  Merrill  Co.,  Chicago. 

19.  Founders  of  Our   County,  F.   E.  Coe.     American  Book  Co.,   Chicago. 

20.  Stories  of  Americans  in  the  World  War.     Chas.  E.  Merrill  Co.,  Chicago. 

21.  Iowa  Parks.     Report  of  Iowa  Board  of  Conservation,  1919. 

22.  Iowa's   Children    and    Communities   at   Play.     Department   of   Public 

Instruction,  Des  Moines. 

23.  Iowa  State  Highway  Commission  Bulletins.     Address  Highways  Com- 

mission, Ames,  Iowa. 

24.  Current  Events,   A  Weekly   Newspaper  of   Current  Events.     Address 

Current  Events,  Springfield,  Mass. 

25.  Iowa  Official  Register.     Free  Distribution  from  the  Office  of  the  Sec- 

retary of  State,  Des  Moines,  Iowa. 

26.  A  Good  Map  of  Iowa.    Address,  Iowa  Railroad  Commission,  Des  Moines. 


REFERENCE  BOOKS  133 

27.    A  Map  of  Your  County.    Call  on  the  county  auditor  at  the  court  house. 
For  the  Seventh  and  Eighth  Grades. 

1.  Community  Civics,  R.  0.  Hughes.    Allyn  and  Bacon,  Chicago,  111. 

2.  The  City,  State  and  Nation,  William  L.  Nida.    Macmillan  Co.,  Chicago. 

3.  The  Community  and  the  Citizen,  Arthur  W.  Dunn,  1914.     D.  C.  Heath 

&  Co.,  Chicago. 

4.  Our  America — the  Elements   of   Civics,   John   A.   Lapp,   1917.     Bobbs- 

Merrill  Co.,  Indianapolis,  Ind. 

5.  Essentials  of  Civil  Government,  S.  E.  Forraan,  1918.     American  Book 

Co.,  Chicago. 

6.  A  Course  in  Citizenship,  Cabot,  Andrews  Hill.     Houghton,  Mifflin  Co., 

Chicago. 

7.  Preparing   for   Citizenship,    W.   B.    Guitteau.     Houghton,   Mifflin   Co., 

Chicago. 

8.  Social  Problems,  E.  T.  Tow^ne.    Macmillan  Co.,  Chicago. 

9.  The  Government  of  lovi^a  and  the  United  States,  Chas.  H.  Meyerholz, 

Educational   Publishing  Co.,  Chicago. 

10.  The  Government,  Frank  E.  Horack,  1920.     Chas.  Scribners  Sons,  Chi- 

cago. 

11.  Iowa  and  the  Nation,  Chandler  and  Cherny.    A.  Flanagan  Co.,  Chicago. 

12.  Community  Civics,  Edwin  W.  Adams,  1920.     Charles   Scribner  Sons, 

Chicago. 

13.  The  Land  of  Fair  Play,  Geoffrey  Parsons,  1920.     Charles   Scribners, 

Sons,  Chicago,  111. 

14.  Stories  of  Thrift  for  Young  Americans,   Myron  T.   Prichard.     Chas. 

Scribners,  Sons,  Chicago. 

15.  Thrift  and  Conservation,  G.  H.  Chamberlain.    J.  B.  Lippincott,  Chicago. 

16.  History  of  the  Thrift  Movement,  Strauss.     J.  B.  Lippincott,  Chicago. 

17.  The  Story  of  Liberty,  James  Baldwin.     American  Book  Co.,  Chicago. 

18.  Guiding  Principles  for  American  Voters,  A.  L.  Mason.    Bobbs-Merrill 

Co.,  Indianapolis,  Ind. 

19.  Dynamic  Americanism,  Arnold  Hall.     Bobbs-Merrill  Co.,  Indianapolis. 

20.  Americanization,  Winthrop  Talbot.     H.  W.  Wilson  Co.,  New  York. 

21.  Lessons  in  Americanism,  Wade,  Russell,  Meyerholz.    J.  B.  Lippincott, 

Philadelphia. 

22.  American  Leaders,  Books  I  and  II.    J.  B.  Lippincott,  Philadelphia. 

23.  Causes  and  Meaning  of  the  Great  War,  Wilbur  F.  Gordy,  1920.    Charles 

Scribners  Sons,  Chicago,  111. 

24.  The  Charm  of  Fine  Manners,  Starrett.    J.  B.  Lippincott,  Philadelphia. 

25.  The  Book  of  Courage,  Faris.     J.  B.  Lippincott,  Philadelphia. 

2G.     Government  as  a  Business,   Frank  M.    Sparks.     Rand   McNally   Com- 
pany, Chicago. 

27.  Current  Events,  a  current  magazine,  50c  per  year,  Springfield,  Mass. 

28.  Iowa  Official   Register.     Free  on  Application  to   Secretary  of   State, 

Des  Moines. 
Outlines  for  Upper  Grades. 

1.     Civics  in  Grades  Seven  and  Eight,  John  P.  Garber.  1917.    The  Century 
Printing  Co.,  Philadelphia. 


134  COURSE  IN  CITIZENSHIP 

2.  The  Teaching  of  Community  Civics,  Barnard,  Carrier,  Dunn.    Bulletin 

1915,  No.  23,  Bureau  of  Education,  "Washington,  D.  C. 

3.  Outline  of  Civics,  Iowa  and  the  United  States,  1920.     C.  M.  Miller, 

Iowa  City,  Iowa. 

4.  Americanization    and    Citizenship,    Hanson    H.    Webster.     Houghton, 

Mifflin  Co.,  Chicago,  111. 

5.  Civics  for  Coming  Americans,  Peter  Roberts,  1920.    Associated  Press, 

347  Madison  Ave.,  New  York. 

6.  Map  of  the  County,  of  the  State,  of  the  United  States. 

7.  Sex  Education  in  Public  Schools.     State  Board  of  Health,  Des  Moines, 

Iowa. 

REFERENCE   BOOKS    IN    AMERICAN    CITIZENSHIP 
INDIAN  LIFE 

For  Primary  Grades: 

1.  Legends  of  Red  Children,  Mary  L.  Pratt.    American  Book  Co.,  Chicago. 

2.  Dorcas,  The   Indian  Boy,   Genevra  S.   Snedden.     D.  C.  Heath  &  Co., 

Chicago. 

3.  Red  Folks  and  Wild  Folks,  Edward  W.  Deming,    Frederick  A.  Stokes, 

New  York. 

4.  Stories  of  Indian  Children,  Mary  H.  Husted.    Public  School  Publishing 

Co.,  Bloomington,   111. 

5.  Our  Little  Indian  Cousin,  Mary  H.  Wade.    The  Page  Co.,  Boston,  Mass. 
For  Intermediate  Grades: 

1.  The  Red  Indian  Fairy  Book,  Fi'ances  J.  Olcott.    Houghton,  Mifflin  Co., 

Chicago,  111. 

2.  Indian  Legends,  Mary  E.  Hardy.     Rand  McNally  &  Co.,  Chicago,  111. 

3.  Old  Indian  Legends,  Litkala-Sa.     Ginn  and  Co.,  Chicago,  111. 

4.  Legends  of  Red  Children,  Mary  L.  Pratt.     Werner  School  Book  Co., 

Chicago. 

5.  Historical  Reader  on  Indians,  Alma  H.  Burton.     The  Morse  Co.,  New 

York. 

6.  Indian  Fairy  Book,  Florence  Choate.     Frederick  A.  Stokes  Co.,  New 

York. 

7.  Ten  Little  Indians,  Mary  H.  Wade.    W.  A.  Wilds  Co.,  Chicago,  111. 
For  Grammar  Grades: 

1.  Indian  Figncs  and  Fighters,  Cyrus  T.  Brady.    Doubleday,  Page  &  Co., 

New  York. 

2.  The    Story   of  the   Indian,    George   B.   Grinnell.     D.    Appleton   &   Co., 

New  Y'ork. 

3.  Indian  Boyhood,  Charles  A.  Eastman.     Little,  Brown  &  Co.,  Boston. 

4.  Indian  Scout  Talks,  Charles  A.  Eastman.    Little,  Brown  &  Co.,  Boston. 

5.  Book  of  Indian  Braves,  Kate  D.  Sweetser.     Harper  &  Brother,  New 

Y'ork. 

6.  American  Indians,  Frederick  Starr.    D.  .C.  Heath  &  Co.,  Boston,  Mass. 

7.  Man  With  the   Iron   Hand,  John  C.  Parish.     Houghton,   Mifflin   Co., 

New  York.  , 


REFERENCE  BOOKS  135 

8.  The  Boy  With  the  U.  S.  Indians,  Francis  R.  Wheeler.     Lothrop,  Lee 

&  Shepherd,  Boston,  Mass. 

9.  Indian   Days  of  the  Long  Ago,   Edward  S.    Curtis,  World   Book   Co., 

New  York. 

10.  Life  Among  the  Indians,  George  Catlin.    Charles  Scribner  Sons,  New 

York. 

11.  Bryant  and  Red  Jacket,  Edward  Eggleston.     Dodd,   Mead   Co.,  New 

York. 

12.  Wigwam  Stories,  Mai-y  C.  Judd.     Ginn  &  Co.,  Chicago,  111. 


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